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Identifying Elements and Compounds

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0% found this document useful (0 votes)
96 views2 pages

Identifying Elements and Compounds

Uploaded by

Ana Chicas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name Date Page 1

Identifying Elements and Compounds


Matter can be classified as an element or a compound:
• Elements are made of only one type of atom.
• Compounds have two or more types of atoms joined together by chemical bonds.
We use particle models or chemical formulas to show the types of atoms that make up an
element or compound.

In a particle model, each type of


Element Compound
atom is represented by a different
circle. In a chemical formula, each
type of atom is represented by a
chemical symbol.
Particle Model
KEY
atoms:

Cu H O chemical bond Chemical Formula Cu H2O

Chemical symbols are either one uppercase letter or one uppercase letter and one
lowercase letter. For example, H is the chemical symbol of hydrogen and Cu is the chemical
symbol of copper. The chemical symbols of all known types of atoms are found on the
periodic table.

Use the definitions and models to answer the questions below.


KEY
atoms: A B C D

molecules:

chemical bonds

1. Part A: Circle the models that represent elements.

Model A Model B Model C Model D

Part B: Explain why the remaining models are compounds. Support your answer with details
from the models.

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Name Date Page 2

Identifying Elements and Compounds


Keep going! Answer the questions below.

2. Circle the chemical formulas below that represent elements. Draw a box around the chemical
formulas that represent compounds.

CaCl2 H2 ZnO Br2 Fe KOH

3. The particle diagrams below represent the following elements and compounds.

H2 Na NH3 HBr N2 He NaBr

Match the chemical formula to the models. Write your answers on the lines.

KEY
atoms: A B C

H He N

Na Br

D E F G

4. Explain why N2 is an element and NH3 is a compound. You can use the text from page 1 and the
models from question 3 to help you.

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