Aha! Chemistry with Prof Bob
  • HOME
  • NAVIGATION
    • Table of contents
    • Index
    • TALK WITH PROF BOB?
  • LEARNING MODULES
    • Chapter 02 Stuff, matter: What is it? >
      • 0200 Stuff, matter: A theory of atoms
      • 0201 Atoms: The building blocks of all stuff
      • 0202 People classifying stuffs. Why?
    • Chapter 05 Chemical reactions and chemical equations >
      • 0500 Chemical reactions and chemical equations. Overview
      • 0501 Chemical amount and its unit of measurement, mole
      • 0502 The Avogadro constant: How many is that?
      • 0503 The Avogadro constant: Why is it that number?
      • 0504 Chemical formulas: What can they tell us??
      • 0505 Chemical equations: What can they tell us?
      • 0506 Limiting reactants: How much reaction can happen?
      • 0507 Balanced chemical equations: What are they?
      • 0508 Chemical reactions as competitions
    • Chapter 09 Aqueous solutions >
      • 0901 What is a solution? And what is not?
      • 0902 Miscibility of liquids in each other
      • 0903 Like dissolves like? Shades of grey
      • 0905 Dissolution of ionic salts in water: A competition
      • 0906 Can we predict solubilities of salts?
      • 0907 Solution concentration
      • 0908 Chemical species, speciation in aqueous solution
      • 0909 Solutes: Electrolytes or non-electrolytes?
      • 0910 Electrolytes - strong or weak?
      • 0911 Concentrated, dilute, strong, weak
      • 0912 Species concentration vs. solution concentration
      • 0913 Weak electrolytes: Getting quantitative
    • Chapter 11: Dynamic chemical equilibrium >
      • 1100 Dynamic chemical equilibrium: Overview
      • 1101 Visualising dynamic chemical equilibrium
      • 1102 The jargon of chemical equilibrium
      • 1103 Equilibrium constants: The law of equilibrium
      • 1104 The law of equilibrium: an analogy
    • Chapter 22 Evidence from spectroscopy >
      • 2200 Spectroscopy: Overview and preview
      • 2201 Quantisation of forms of energy
      • 2202 Light: Wave-particle "duality"
      • 2203 Ultraviolet-visible spectroscopy
      • 2204 Beer’s law: How much light is transmitted?
    • Chapter 27 The greenhouse effect, climate change >
      • 2700 The greenhouse effect: overview
      • 2701 Is Earth in energy balance?
      • 2702 CO2 in the atmosphere before 1800
      • 2703 So little CO2! Pffft?
      • 2704 Does CO2 affect Earth's energy balance?
      • 2705 The "greenhouse effect"
      • 2706 Why does CO2 absorb radiation from Earth?
      • 2707 The "enhanced greenhouse effect"
      • 2708 Why doesn't CO2 absorb the radiation from the sun?
      • 2709 Why are N2 and O2 not greenhouse gases?
      • 2710 Doesn't water vapour absorb all the IR?
      • 2711 Carbon dioxide from our cars
      • 2712 The source of energy from combustion
      • 2713 Comparing fuels as energy sources
      • 2714 Methane: How does it compare as a GHG?
      • 2715 Different sorts of pollution of the atmosphere
      • 2716 "Acidification" of seawater
    • Chapter 27 Communicating chemistry >
      • 2700 Overview, preview
      • 2703 The jargon we use
  • TEACHERS' CORNER
    • T01 Communicating chemistry
    • T02 Beer's law
    • T03 Professional amnesia of the chemistry teaching professio
    • T04 Law of equilibrium
    • T05 Visusalizing dynamic chemical equilibrium
    • Information vs. knowledge
  • PERSONAL GALLERY
    • Family
    • Travel
    • Playful dolphins
    • The University of Western Australia
    • Kings Park
    • Perth
    • At work
    • 999 Thermodynamics

​Module 0504
​

Chemical formulas: What can they tell us?

How do we interpret chemical formulas?

​That depends ....   on?

Things they can tell us, and things they cannot.

What does the formula CO2 tell us?

The formula MgCl2 must be interpreted differently! Why?


Foreshadowing: The answer depends on the type of compound


​Interpreting chemical formulas is a very important part of learning chemistry. 

All chemical formulas are not interpreted in the same way. 
But although there is not just one way to interpret chemical formulas, you don't get a choice.

We need to know something about the structure of a substance before we can properly know what its formula tells us.



​As you will see in the video ...
Prof Bob and Aussie get deep into what chemical equations can tell us - if you already know something about the stuffs and species.
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KEY IDEAS - Interpreting chemical formulas

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The long walk of learning chemistry for understanding consists of just one step at a time.

Firstly, let's get if right .......

​Formulas are neither substances nor names


​To understand chemistry well, it is important to make the distinction among:
  • the substance in question (For example, the colourless liquid that we shower in, or the white crystalline solid that some of us use as a taste enhancer on food)
  • its name (Water, sodium chloride)
  • its formula (H2O, NaCl).

​For example, ethanol is the name of a colourless liquid substance often used in medical situations as a disinfectant. It is not C2H5OH.  The formula C2H5OH is a carrier of information about the composition of the molecules of teh substance.


​
​

It all depends .......

How the information embedded in a chemical formula is properly interpreted depends upon the category of substance of the compound – in particular whether it is categorised as a covalent molecular compound or an ionic compound.

Interpreting formulas of covalent molecular compounds


Substances that we categorise (on the basis of their properties) as covalent molecular compounds comprise identical molecules (each a group of atoms held together in a certain connectivity by covalent bonds between atoms).


The chemical formula of a covalent molecular compound tells us the actual number of atoms of each element in each of the molecules.

But it tells us nothing about the connectivity of atoms in the molecules (that is, what is bonded to what).


Interpreting formulas of ionic compounds


Substances that we categorise (on the basis of their properties) as
ionic compounds, comprise an orderly arrangement of positively charged ions (called cations) and negatively charged ions (called anions). See module 0905 Dissolution of ionic salts in water.

Each cation is surrounded by anions, and each anion by cations. The crystal is held together by the electrostatic forces of attraction between cations and anions (dominating the cation-cation and anion-anion repulsions.

We can think of this ionic bonding as a cooperative effect involving the whole crystal: there are no pairs of ions (or small groups of ions) that can be identified as more-or-less independent units: that is, it is not composed of molecules.

​The chemical formula of an ionic compounds can tell us only the relative numbers (the ratio) of cations and anions in the crystal.
​

And it tells us nothing about the particular orderly arrangement of the cations and anions among each other.
​


Formulas of molecules vs. formulas of substances


Oh, and another important distinction, not discussed in the above video ..... 

​Contrast, for example:
  • The formula C2H5OH refers to the composition of ethanol molecules
  • The formula C2H5OH(l) refers to the liquid substance called ethanol.​
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SELF CHECK: Some thinking tasks
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You need to know some stuff before you can properly interpret chemical formulas. Can you see the link between that statement and the snails? Neither can I. Maybe one of them is Prof Bobsnail, and the other is Aussiesnail, and Aussiesnail is learning about interpreting chemical formulas. I hope that he understands well enough to pass the test below ....
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​

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​6.       Two chemistry students walk into a bar. Fatima well understands the importance of chemical formulas, but Dennis hasn't yet watched Prof Bob's video. Fatima says "I'll have an H2O, please". Dennis says "I'll have an H2O too". One of them suffered a painful death. Which one? Why? What is wrong with Fatima's order?





Answers:  1 (c);  2 (a);  3 (c);  4 (a);  5 (d)
                  6. Dennnis died. He was given a glass of hydrogen peroxide by a barman who knew some chemistry (Think about it ....). What Fatima asked for is the formula showing the composition of water molecules. She actually wanted some of a liquid substance, so she should have asked for some 
H2O(l).
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  LEARNING CHEMISTRY FOR UNDERSTANDING

© The content on any page in this website (video, text, and self-check) may be used without charge for non-commercial educational purposes, provided that acknowledgement is given to the Aha! Learning Chemistry with Prof Bob website, with specification of the URL: ahachemistry.com.
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  • HOME
  • NAVIGATION
    • Table of contents
    • Index
    • TALK WITH PROF BOB?
  • LEARNING MODULES
    • Chapter 02 Stuff, matter: What is it? >
      • 0200 Stuff, matter: A theory of atoms
      • 0201 Atoms: The building blocks of all stuff
      • 0202 People classifying stuffs. Why?
    • Chapter 05 Chemical reactions and chemical equations >
      • 0500 Chemical reactions and chemical equations. Overview
      • 0501 Chemical amount and its unit of measurement, mole
      • 0502 The Avogadro constant: How many is that?
      • 0503 The Avogadro constant: Why is it that number?
      • 0504 Chemical formulas: What can they tell us??
      • 0505 Chemical equations: What can they tell us?
      • 0506 Limiting reactants: How much reaction can happen?
      • 0507 Balanced chemical equations: What are they?
      • 0508 Chemical reactions as competitions
    • Chapter 09 Aqueous solutions >
      • 0901 What is a solution? And what is not?
      • 0902 Miscibility of liquids in each other
      • 0903 Like dissolves like? Shades of grey
      • 0905 Dissolution of ionic salts in water: A competition
      • 0906 Can we predict solubilities of salts?
      • 0907 Solution concentration
      • 0908 Chemical species, speciation in aqueous solution
      • 0909 Solutes: Electrolytes or non-electrolytes?
      • 0910 Electrolytes - strong or weak?
      • 0911 Concentrated, dilute, strong, weak
      • 0912 Species concentration vs. solution concentration
      • 0913 Weak electrolytes: Getting quantitative
    • Chapter 11: Dynamic chemical equilibrium >
      • 1100 Dynamic chemical equilibrium: Overview
      • 1101 Visualising dynamic chemical equilibrium
      • 1102 The jargon of chemical equilibrium
      • 1103 Equilibrium constants: The law of equilibrium
      • 1104 The law of equilibrium: an analogy
    • Chapter 22 Evidence from spectroscopy >
      • 2200 Spectroscopy: Overview and preview
      • 2201 Quantisation of forms of energy
      • 2202 Light: Wave-particle "duality"
      • 2203 Ultraviolet-visible spectroscopy
      • 2204 Beer’s law: How much light is transmitted?
    • Chapter 27 The greenhouse effect, climate change >
      • 2700 The greenhouse effect: overview
      • 2701 Is Earth in energy balance?
      • 2702 CO2 in the atmosphere before 1800
      • 2703 So little CO2! Pffft?
      • 2704 Does CO2 affect Earth's energy balance?
      • 2705 The "greenhouse effect"
      • 2706 Why does CO2 absorb radiation from Earth?
      • 2707 The "enhanced greenhouse effect"
      • 2708 Why doesn't CO2 absorb the radiation from the sun?
      • 2709 Why are N2 and O2 not greenhouse gases?
      • 2710 Doesn't water vapour absorb all the IR?
      • 2711 Carbon dioxide from our cars
      • 2712 The source of energy from combustion
      • 2713 Comparing fuels as energy sources
      • 2714 Methane: How does it compare as a GHG?
      • 2715 Different sorts of pollution of the atmosphere
      • 2716 "Acidification" of seawater
    • Chapter 27 Communicating chemistry >
      • 2700 Overview, preview
      • 2703 The jargon we use
  • TEACHERS' CORNER
    • T01 Communicating chemistry
    • T02 Beer's law
    • T03 Professional amnesia of the chemistry teaching professio
    • T04 Law of equilibrium
    • T05 Visusalizing dynamic chemical equilibrium
    • Information vs. knowledge
  • PERSONAL GALLERY
    • Family
    • Travel
    • Playful dolphins
    • The University of Western Australia
    • Kings Park
    • Perth
    • At work
    • 999 Thermodynamics