Compare the stability of a neutral sodium atom and a positive sodium ion. justify your answer.

In this article, we will discuss polyatomic ions. The prefix poly- means many, so a polyatomic ion is an ion that contains more than one atom. This differentiates polyatomic ions from monatomic ions, which contain only one atom. Examples of monatomic ions include Na + \text^- Cl − start text, C, l, end text, start superscript, minus, end superscript , and many, many others. This article assumes you have a knowledge of basic monatomic ions as well as the conventions for naming ionic compounds and writing their chemical formulas. Polyatomic ions are everywhere! Chalk is made up of calcium carbonate, CaCO 3 \text CO 3 2 − ​ start text, C, O, end text, start subscript, 3, end subscript, start superscript, 2, minus, end superscript , which are polyatomic ions. Image credit: We can think about polyatomic ions by comparing them to monatomic ions. A monatomic ion is an atom that has been ionized by gaining or losing electrons. The ion has a net charge because the total number of electrons is not balanced by the total number of protons in the nucleus. Thus, compared to the neutral atom, we have extra electrons—in the case of a negatively charged anion—or not enough electrons—in the case of a positively charged cation. For example, a neutral chlorine atom has an atomic number of 17, which means it has 17 protons and 17 electrons. The neutral atom will sometimes gain an extra electron to become the chloride anion, Cl − \text^- Cl − start text, C, l, end text, start superscript, minus...

Re: Why is sodium stable? Query: Chemistry Posted By: Dan Berger, Faculty Chemistry/Science, Bluffton College Date: Mon Nov 3 16:01:20 1997 Area of science: Chemistry ID: 878212485.Ch Message: I will extend my First, a comment: you wrote, I am not about to tell them just take my word on faith. My question to you is, Why not? This is the basic pattern of learning. While epistemology is not something we will handle here in depth, I think Personal Knowledge pretty thoroughly demonstrates that we learn as part of a community, and that we must always accept at least something known by that community on faith before we can know it to be true by experience. always take it on faith. One must have some confidence in one's predecessors and contemporaries, after all... the alternative is a barren, radical skepticism. Question Authority is an incomplete slogan. Before one has a right to question, one must first accept and learn. But I'm afraid that Accept authority. Learn from it. Then tear it to bits doesn't fit so well on a bumper sticker. End of editorial; back to our previously-scheduled answer. Quoting you again: I agree that it is easy to teach students with Lewis dots and tell that filling the shell is what atoms want to do but the students want to know why there are inconsistencies. Chemistry is not something that happens to isolated atoms. Physics is what happens to isolated atoms. Therefore, it is illegitimate to demand a "complete explanation" of CHEMISTRY in terms of isola...

\( \newcommand\) • • • • • • • • • • • • • • Learning Objectives • To quantitatively describe the energetic factors involved in the formation of an ionic bond. Ionic bonds are formed when positively and negatively charged ions are held together by electrostatic forces. The energy of the electrostatic attraction ( E), a measure of the force’s strength, is inversely proportional to the internuclear distance between the charged particles ( r): \(E \propto \dfrac \) where each ion’s charge is represented by the symbol Q. The proportionality constant k is equal to 2.31 × 10 −28 J·m. This value of k includes the charge of a single electron (1.6022 × 10 −19 C) for each ion. The equation can also be written using the charge of each ion, expressed in coulombs (C), incorporated in the constant. In this case, the proportionality constant, k, equals 8.999 × 109 J·m/C 2. In the example given, Q 1 = +1(1.6022 × 10 −19 C) and Q 2 = −1(1.6022 × 10 −19 C). If Q 1 and Q 2 have opposite signs (as in NaCl, for example, where Q 1 is +1 for Na + and Q 2 is −1 for Cl −), then E is negative, which means that energy is released when oppositely charged ions are brought together from an infinite distance to form an isolated ion pair. Figure 4.1.1 The Effect of Charge and Distance on the Strength of Electrostatic Interactions. As the charge on ions increases or the distance between ions decreases, so does the strength of the attractive (−…+) or repulsive (−…− or +…+) interactions. The strength of the...

Sodium is essential to all living things, and humans have known this since prehistoric times. Our bodies contain about 100 grams, but we are constantly losing sodium in different ways so we need to replace it. We can get all the sodium we need from our food, without adding any extra. The average person eats about 10 grams of salt a day, but all we really need is about 3 grams. Any extra sodium may contribute to high blood pressure. Sodium is important for many different functions of the human body. For example, it helps cells to transmit nerve signals and regulate water levels in tissues and blood. Sodium is the sixth most common element on Earth, and makes up 2.6% of the Earth’s crust. The most common compound is sodium chloride. This very soluble salt has been leached into the oceans over the lifetime of the planet, but many salt beds or ‘lakes’ are found where ancient seas have evaporated. It is also found in many minerals including cryolite, zeolite and sodalite. Salt (sodium chloride, NaCl) and soda (sodium carbonate, Na 2CO 3) had been known since prehistoric times, the former used as a flavouring and preservative, and the latter for glass manufacture. Salt came from seawater, while soda came from the Natron Valley in Egypt or from the ash of certain plants. Their composition was debated by early chemists and the solution finally came from the Royal Institution in London in October 1807 where Humphry Davy exposed caustic soda (sodium hydroxide, NaOH) to an electric c...

Sodium atom Sodium ion • Sodium atom is electrically neutral. • Sodium-ion is positively charged. • In sodium atom, there are 1 1 proton and 1 1 electrons, i.e. an equal number of protons and electrons. • In sodium ion, there are 1 1 protons but 1 0 electrons. • The sodium atom has only one electron in its valence shell. • Sodium-ion has 8 electrons in its valence shell. • Size of a sodium atom is larger than a sodium ion. • Size of a sodium ion is smaller than a sodium atom.

\( \newcommand\) • • • • • • • • • • • • • • • Learning Objectives • To understand periodic trends in atomic radii. Although some people fall into the trap of visualizing atoms and ions as small, hard spheres similar to miniature table-tennis balls or marbles, the quantum mechanical model tells us that their shapes and boundaries are much less definite than those images suggest. As a result, atoms and ions cannot be said to have exact sizes. In this section, we discuss how atomic and ion “sizes” are defined and obtained. Atomic Radii Recall that the probability of finding an electron in the various available orbitals falls off slowly as the distance from the nucleus increases. This point is illustrated in Figure 3.2.1 which shows a plot of total electron density for all occupied orbitals for three noble gases as a function of their distance from the nucleus. Electron density diminishes gradually with increasing distance, which makes it impossible to draw a sharp line marking the boundary of an atom. Figure 3.2.1 Plots of Radial Probability as a Function of Distance from the Nucleus for He, Ne, and Ar. In He, the 1 s electrons have a maximum radial probability at ≈30 pm from the nucleus. In Ne, the 1 s electrons have a maximum at ≈8 pm, and the 2 s and 2 p electrons combine to form another maximum at ≈35 pm (the n = 2 shell). In Ar, the 1 s electrons have a maximum at ≈2 pm, the 2 s and 2 p electrons combine to form a maximum at ≈18 pm, and the 3 s and 3 p electrons combine...