Physical Science Grade Course Describe The Difference Essay

PAGES
4
WORDS
1210
Cite
Related Topics:

Physical Science Grade Course

Describe the difference between a mixture and a compound

For basic understanding, a mixture comprises of two or more different substances which are not chemically combined to each other. On the other hand, a compound consists two or more chemically bonded different substances which are present in a fixed ratio. In other words, the difference between a mixture and a compound is evident from the mentioned definitions.

Furthermore, there are a number of ways in which a mixture and a compound differs. For example, compounds always contain elements in a fixed ratio. For this reason, Calcium Carbonate, a compound, would always contain 40% Calcium, 12% Carbon and 48% Oxygen by mass. No variations in the mass of these elements would be noticed in Calcium Carbonate. In contrast, a mixture would contain its substances in any proportion (example: salt and water). For this reason, a mixture can be separated into the components which it is made up of through distillation or dissolving unlike compounds which requires a chemical reaction to split it into different elements. This is merely because of the reason that whenever a compound is formed, a chemical reaction occurs and heat is either absorbed in or given out. However, in the case of the formation of a mixture, no chemical reaction takes place. Another conspicuous difference between the two is the fact that a mixture usually behaves in a similar manner as of its components whereas compounds always have a new set of characteristics which are not similar to the elements which they are made up of (Ramsden E, 2001).

- Suppose that you have a pure substance. How can you tell whether it is a compound or an element?

Since matter can be divided into pure substances and mixtures, a pure substance can either be...

...

Given a pure substance, if asked to figure out whether it is an element or a compound, one requires to use various chemical techniques such as electrolysis, heating cooling and more. Upon using such techniques, if the pure substance breaks down into two or more elements than it is a compound. However, if the use of the chemical technique does not break down the pure substance and it remains the same with the changes in its state, than it would be an element. For instance, heating a copper piece would only melt it. The atoms would remain unaffected in whichever state they are.
What is the difference between an ionic and a covalent bond?

An ionic bond is a chemical bond which is formed through an electrostatic force of attraction between oppositely charged particles. Such bonds are usually formed between a positively charged particle (cation) which is usually a metal and a negatively charged particle (anion) which is usually a non-metal. The bond is formed when the metal looses electrons thereby having a positive charge and the non-metal gains electrons and becomes negatively charged. In other words, the loss and the gain of electrons make these atoms become charged particles (ions). In contrast, covalent bond is a type of a bond which is formed between two non-metals. Unlike the loss and the gain of electrons in the ionic bond, electrons are shared in a covalent bond. This gives the atom a full outer energy level (Pommerville J, 2010).

Explain why ionic compounds are formed when a metal from the left side of the periodic table reacts with a nonmetal from the right side. Give two examples of such compounds

The basic idea when atoms bond to each other is the fact that every atom wants to have an electronic configuration like the noble gases. These noble gases have…

Sources Used in Documents:

References

Hart H. (2011). Organic Chemistry: A short course. Cengage Learning, 13th edition. United States.

Moore J. (2011). Chemistry for Dummies. John Wiley & Sons. Canada.

Pommerville J. (2010). Alcamo's Fundamentals of Microbiology. Jones & Bartlett Learning

Ramsden E. (2001). Key science chemistry. Nelson Thornes. United Kingdom.


Cite this Document:

"Physical Science Grade Course Describe The Difference" (2012, January 09) Retrieved April 16, 2024, from
https://www.paperdue.com/essay/physical-science-grade-course-describe-the-83829

"Physical Science Grade Course Describe The Difference" 09 January 2012. Web.16 April. 2024. <
https://www.paperdue.com/essay/physical-science-grade-course-describe-the-83829>

"Physical Science Grade Course Describe The Difference", 09 January 2012, Accessed.16 April. 2024,
https://www.paperdue.com/essay/physical-science-grade-course-describe-the-83829

Related Documents

Health and Social Sciences Grade Course Health, Well Being and Social Care in UK Sociological Perspective of Health and Well Being in UK Psychological Perspective of Health and Well Being in UK Psycho-Social Needs of Service Users in UK Health and Social Sciences This report casts light upon the various aspects of physical and mental health of people living in United Kingdom. The selected sample chosen for this study belongs to the settings of people who do

What was black in 1940 is different from what is black in 2000. Certainly, with the evolution of whiteness, what was white in 1920 - as a Jew I was not white then, but I'm white now, so white has changed tremendously" (Goodman 2003). The views of biological anthropologists on race have varied widely throughout the ages, almost as much as human physical differences of dress, skin, hair, and size.

Biomechanical Description of Technique: The experimental technique consisted of precise measurements of several knee angles known to be relevant to PFPS symptoms and to acute ACL injuries. Those measurements were ascertained through the use of skin markers distributed on the lower extremities on subjects with no known histories of knee pathology or symptomatic complaints. After measuring VV and IRER angles in the neutral barefoot position, the researchers made similar measurements of

Computers Are an Underutilized Resource for High School Physical Education Teachers Computers have become an integral part of the high school learning environment, beginning in the early 1990s. They provide a vast variety of resources to help enhance student education through presentation of material in a variety of media and act as an enhancement to teacher lessons. They can sometimes free teachers from routine tasks, allowing them to bring greater depth

Physical Activity Sociological Aspects of Physical Activity Sociological Aspects of Physical Activity of Children Sociological Aspects of Physical Activity of Children Sociological Aspects of Physical Activity of Children Physical activity patterns among children are affected by aspects pertaining to individual, school, and community levels. At the individual level, physical activity participation is highest among boys, and socioeconomic differences are less consistently reported. Some degree of socialization is necessary for voluntary participation in physical activity to

Behavior and Bias in Access Two-thirds of all students receiving special education in the United States are boys and gender-based behavioral differences and gender bias are behind it (Rousso, 2003). Girls need to show more significant levels of disability than boys to receive service. When they do, they are assigned to more restrictive educational environments than boys. All available data show that women and girls with disabilities do not do as