Chemical symbols, usefully

Alchemical and chemical symbols used by Scheele (18th Cent). rhttp //www.levitv.com/alchemv/scheele. htmll. 

Dalton, John. Chemical symbols used by Dalton (19th Century). [ http //www.levitv.com/alchemy/dalton s.html http //www.levitv.com/alchemy/dalt svm.htmll. 

Severn nods to one of Atwood s premises, noting that we have reason to believe that the Chemical symbolism used was for the purpose of veiling something of a spiritual nature, and this position is the one held in the book entitled A Suggestive Enquiry, written some sixty-five years ago (Severn 1914, hi). But she adapts Atwood s thesis to a psychoanalytic paradigm and a psychological emphasis ... 

Use a spatula to put a small amount of each of the six elements (approximately 0.2 g or a 1-cm long ribbon) into the test tube labeled with its chemical symbol. Using a graduated cylinder, add 5 mL of 1.0M HC1 to each test tube. Observe each test tube for at least one minute. The formation of bubbles is evidence of a reaction between the acid and the element. Record your observations. 

Essential Question Think of the Rosetta Stone as a relief sculpture. How would you prepare a Rosetta stone for future generations, explaining the meaning of each chemical symbol used to identify each element ... 

Element Atomic number Chemical symbol Uses... 

The Egyptians called soda natron. Much later, the Romans used a similar name for the compound, natrium. These names explain the chemical symbol used for sodium, Na. 

T TABLE 1.2 lists some common elements, along with the chemical symbols used to denote them. The symbol for each element consists of one or two letters, with the first letter capitalized. These symbols are derived mostly from the English names of the elements, but sometimes they are derived fi-om a foreign name instead (last column in Table 1.2). You will need to know these symbols and learn others as we encounter them in the text. 

Some of the more familiar elements are listed in Table 1.2 A, along with the chemical abbreviations—or chemical symbols— used to denote them. All the known elements and their symbols are listed on the front inside cover of this text. The table in which the symbol for each element is enclosed in a box is called Ihe periodic table. In the periodic table the elements are arranged in vertical columns so that closely related elements are grouped togefrier. We describe this important tool in more detail in Section 2.5. 

The ROSDAL syntax is characterized by a simple coding of a chemical structure using alphanumeric symbols which can easily be learned by a chemist [14]. In the linear structure representation, each atom of the structure is arbitrarily assigned a unique number, except for the hydrogen atoms. Carbon atoms are shown in the notation only by digits. The other types of atoms carry, in addition, their atomic symbol. In order to describe the bonds between atoms, bond symbols are inserted between the atom numbers. Branches are marked and separated from the other parts of the code by commas [15, 16] (Figure 2-9). The ROSDAL linear notation is rmambiguous but not unique. 

Symbols used as subscripts to denote a chemical reaction or process ... 

A number of glossaries of terms and symbols used in the several branches of chemistry have been pubHshed. They include physical chemistry (102), physical—organic chemistry (103), and chemical terminology (other than nomenclature) treated in its entirety (104). lUPAC has also issued recommendations in the fields of analytical chemistry (105), coUoid and surface chemistry (106), ion exchange (107), and spectroscopy (108), among others. 

Sodium [7440-23-5] Na, an alkali metal, is the second element of Group 1 (lA) of the Periodic Table, atomic wt 22.9898. The chemical symbol is derived from the Latin natrium. Commercial iaterest ia the metal derives from its high chemical reactivity, low melting poiat, high boiling poiat, good thermal and electrical conductivity, and high value ia use. 

If teaching and learning about the submicro is complex, then that about the symbolic is even more so. In Chapter 4, Taber unpicks in detail the ranges of symbolisms used in chemistry the spread of types invoked, those used to represent chemical entities and those used to represent reactions between them. In each case, he analyses the educational problems that they present. He concludes with some broad precepts about how symbolic representations might best be presented in chemical education. 

Given this context, the use of chemical symbols, formulae and equations can be readily misinterpreted in the classroom, because often the same representations can stand for both the macroscopic and sub-microscopic levels. So H could stand for an atom, or the element hydrogen in an abstract sense H2 could mean a molecule or the substance. One common convention is that a chemical equation represents molar quantities, so in Example 9 in Table 4.1,... 

The three representations that are referred to in this study are (1) macroscopic representations that describe the bulk observable properties of matter, for example, heat energy, pH and colour changes, and the formation of gases and precipitates, (2) submicroscopic (or molecular) representations that provide explanations at the particulate level in which matter is described as being composed of atoms, molecules and ions, and (3) symbolic (or iconic) representations that involve the use of chemical symbols, formulas and equations, as well as molecular structure drawings, models and computer simulations that symbolise matter (Andersson, 1986 Boo, 1998 Johnstone, 1991, 1993 Nakhleh Krajcik, 1994 Treagust Chittleborough, 2001). 

The student conceptions that were displayed could be categorised into three main types, namely (1) confusion between macroscopic and submicroscopic representations, (2) extrapolation of bulk macroscopic properties of matter to the submicroscopic level and (3) corrfusion over the multi-faceted significance of chemical symbols, chemical formulas as well as chemical and ionic equations. Student conceptions held by at least 10% of the students who were involved in the alternative instractional programme were identified. Several examples of student conceptions involving the use of the triplet relationship are discussed in the next section. 

Barke, H. D. (1982). Students experiments with stractural models. Empirical evidence for the practical use of models in the introduction of chemical symbols (Schiilerversuche mit Struk-turmodellen. Empirische Untersuchungen zum praktischen Einsatz von Modellen bei der Einfuhrung von chemischen Symbolen). CU, 13, 4. 

Using an element identity key provided by your teacher, convert the unknown element letters (A through R) used in Data Table 2 to their actual chemical symbols. List your arrangement of the actual chemical identities in Data Table 3. Compare the arrangement of elements in Data Table 3 with an actual periodic table. How accurately does your periodic table match the actual periodic table Complete Data Table 4. 

The coordination conditions can be expressed in a chemical formula using a notation suggested by F. Machatschki (and extended by several other authors for recommendations see [35]). The coordination number and polyhedron of an atom are given in brackets in a right superscript next to the element symbol. The polyhedron is designated with a symbol as listed in Fig. 2.2. Short forms can be used for the symbols, namely the coordination number alone or, for simple polyhedra, the letter alone, e.g. t for tetrahedron, and in this case the brackets can also be dropped. For example ... 

Copper (chemical symbol Cu, from the Latin name of the metal, cuprum), the metal that in Roman times was known as the Cyprian metal (since much of the metal came from Cyprus), is reddish brown, malleable and ductile, and can be easily shaped by cold- or hot-working techniques (see Fig. 35) (Scott 2002). Native copper occurs mainly in the form of boulders, nuggets, dendrites, and laminar outgrowths. It was certainly in its native form that copper was first recognized and used for over five millennia since then, however, the bulk of copper has been derived from copper ores by a variety... 

Lead (chemical symbol Pb, from the Latin name for the metal, plumbum) is a gray, soft, ductile, and very poisonous metal, although its poisonous properties were probably unknown to the ancients. The metal has been used, particularly in China and India, since very ancient times. Lead is not found in nature in the native, metallic form, although tiny particles of the metal are occasionally encrusted in rocks. It is unlikely, therefore, that the metal would... 

Tin (chemical symbol Sn, from the Latin name of the metal, stannum) occurs as a native metal only as small, rare nuggets it is very doubtful, therefore, whether native tin would have been noticed, never mind used, by ancient people. Nevertheless, tin was one of the earliest metals to have been produced. Tin ores occur in few places on the upper crust of the earth, mostly as the mineral cassiterite or tin stone (composed of tin oxide) from which most tin has been and still is extracted. Tin stone is a usually brown or black,... 

Mercury (chemical symbol Hg, from the Latin name of the metal, hydrar-gyrium, liquid silver), previously also known as quicksilver is, at ordinary temperatures, a silvery white liquid metal that boils at 360°C. The metal is occasionally found in nature in the native state. Most mercury has been derived, however, from the red mineral cinnabar (composed of mercuric sulfide) that was also used in the past as a red pigment known as vermilion (see Textbox 41). The Greek philosopher Aristotle, writing in the fourth... 

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