all right hi everyone and welcome to the first pilot prep science 10 class i'm pretty excited to teach this course because i love science 10. i think it's one of the best high school courses but you know a lot of people would argue against that so oh well first off we'll do some introductions so hi i'm rachel chu and i'm one of the instructors for the pilot prep science 10 course about me i'm a full ib grade 11 student at john g d from baker high school last year i passed science 10ib with a course average of 100 and then we have your other instructor tony wang tony do you want to introduce yourself uh he's oh wait he's a bit busy right now all right but yeah he's also an ib student at john gd from baker high school and in my classes yeah moving on on the slide you can see our contact emails you can use to ask us any questions you have and we can also help you with school work if you want and it doesn't have to do with science so let's get to know each other a bit you can either unmute or type in the chat and let us know what high school you're going to and what grade you're in oh it's kind of amazing okay so no one's told me where they're from i am kind of hurt but that's okay i will move on about you i got you all right i didn't talk about myself okay so um my name is shams i go to ernest manning and i'm currently in grade 12. wow basically [Music] that's cool ernest manning all right thank you shams okay next about missing class if you have to miss a class that's okay after each lesson we will upload the slides and the recordings on of the class onto the google folder you all should have access to it's titled pilot prep signs 10 if you can't find it email us and we'll quickly add you to it [Music] yeah class expectations for this class i suggest taking notes to use it effectively so have a pen and paper and for the slides if i'm going too fast let me know i can go to a previous slide and give you more time if you need it to take down your notes also while i'm teaching it you're it's okay to like interrupt just unmute and say if you don't understand anything so first unit lesson one chemistry starting off with whmis most of you guys are probably learning this in school right now so the workplace hazardous materials info system the stuff on this page i'm not too worried about it's kind of like supplementary reading you can look at after i upload the slides there's some extra information you might want to know but you won't actually be tested on in the school course the one miss labels you will ask you will need to remember in high school you will be tested on the women's labels each at the start of each science course and you have to have at least 80 to 100 to pass on the top left we have the flammable symbol represented by the fire which is self-explanatory any chemical labeled with this symbol means it's flammable next second to top left oxidizer represented by the circle with the fire on it these chemicals become you can explain it as chemicals that become flammable over time next the wine bottle represents compressed gas something that's also expanded self-explanatory compressed gases are also usually explosive second to the bottom left corrosive represented by this symbol if this chemical touches any material or your skin it can dissolve the object the exploding bomb represents an explosive it's pretty self-explanatory and then on top right we have the skull and crossbones i think this symbol you might have seen on tv used to label poisons or such but the name of the symbol is acutely toxic or skull crossbones if this chemical is ingested even in small amounts it can become toxic and can kill you second to the top right we have a carcinogen represented by a person with this stars looking symbol this is an object you cannot breathe in usually their fumes can be toxic and can cause respiratory health disorders um and maybe other severe health deficiencies like cancer center right we have an irritant represented by the exclamation mark these are mildly hazardous chemicals usually they can cause maybe rashes or eye irritation etc second to the bottom right biohazard represented by a circle which is different from actually from all the other women's labels biohazards are objects that are harmful to all living organisms or any living organisms sorry the things you would label with biohazard will include things like viruses such as the corona virus and finally on the bottom right we have harmful to aquatic environments represented by the bad drawing of the fish and that tree any chemical labeled with this can seep into our water systems and then kill aquatic animals such as fishes or turtles lab safety i think most of this would be common sense so you guys can read over this after the class if you want the scientific method is also something we'll be reviewing in science classes it's not something that's too important and i'm not too worried about it but look over it after class if you'd like all right in high school for science classes you will do a lot of labs way more than you do in junior high and one of the most important aspects of these labs is being able to graph properly and to name the variables properly on the side i've put some tips i've learned from my teachers to graph properly and i hope you guys can use it too first up we have the acronym dry mix where the letters and the word dryer are represented by dependent responding and y-axis so the dependent variable also known as the responding variable goes on the y-axis and then for mix it stands for manipulated independent x-axis where the manipulated variable also known as the independent variable goes on the x-axis so other terms you might want to know for graphing are interpolate and extrapolate interpolating is means interpreted values from the within the given data for example i have here two blank six eight ten based on this given information you can interpolate that the missing number is four right but then for extrapolate which means extract you have values that you got from beyond your given data for example here i have 2 4 6 8 and then i ask you what's a 6 value which would be i think 12 this is something that's outside or beyond with your given data now another thing for graphing you might want to know is the volts acronym it's kind of like a mental checklist to have when you're drawing your graph on your graph let me see if i can annotate to give you a better idea of what i'm trying to show you there we go let's drop on your graph i think you guys can see this what i'm drawing all right this is a really bad graph all right that is this is my y-axis and this is my x-axis on your graph you need variables so when yeah all right your variables yeah your manipulated variables and your responding variables you will also need arrows on your graph so you want to draw arrows at the end of your axis and if you have continuous data on your graph you will also want to draw a row on that the next letter in the volts acronym the u stands for units so when you're labeling your axis you want to label the units that your axes are in so maybe my x-axis is labeled in centimeters my y-axis is labeled with speed that is horrible writing the next letter represents labels or legend so the labels are just labeling your y-axis oh my gosh labeling your y-axis and labeling your x-axis i know my drawing is really bad i'm sorry guys and for sometimes for a graph you might want a legend to show what your lines are representing next one on the checklist title always title your graphs they can they are usually titled your graphs are titled with the words figure figure 1 trigger 2 depending on which how many graphs you have and in the title of your graph you need to remember to include the manipulative variable and the responding variable i will give an example of that on a later slide let's erase my horrible drawings all right we now have an interactive activity i'm going to read through the following scenarios and then as i read through the scenarios tell me the associated women's label you would use on the scenario so first up an inflated balloon which whmis label would you use to represent an inflated balloon you can unmute or type in chat angela i'mma call you out what symbol would you use to label the inflated balloon oh yeah oh no okay it's okay i believe in you you got this you're gonna be answering most of the questions so um just be prepared for that yeah it is compressed gas i'm actually so glad i'm so happy you i'm going to tell you something all right you did better than your other instructor here tony who gave the wrong i thought it was an explosive why are you doing me like this okay well explosives also correct but compressed gas is usually the most crucial answer so yeah i don't want to force you to answer the rest of my interactive questions so i'll answer them myself for formaldehyde can easily kill a person upon being ingested so this is an object that you would label with the acutely toxic symbol next up ahd is a chemical commonly used in herbicides this chemical can seep into our water systems and be toxic to turtles tony which symbol let's go um aquatic problem [Music] where is it is it on the bottom left yeah it's all it's under oxidizing this one wow all right shams hi yes which where is the biohazard symbol located uh biohazard would be which one is it um left bottom left bottom no the fish that's oh no that's like environmental so then it would be like the last one down there but it this one wait can you see my i believe so to be honest i really wasn't paying attention okay okay okay i was just trying to all right you are correct sorry it's okay yeah i'm just here to like see how it's gonna go my bad makes sense no it's okay are you doing great so far so keep going thank you rachel someone else should be joining it doesn't say that anyone else is trying to join okay i said they're going soon so just watch out okay all right our next exercise angela i'm gonna be calling you out again i'm sorry we can you take a guess try to give us an appropriate title for this graph so in the previous slide i mentioned that a title photograph should include the effect of the manipulated variable on the control variable so type in the chat or unmute give us a good title for this graph yes you can ask us for hmm i guess the title could be um this oh no i've done that okay okay i'm not gonna deduct marks from you i'm not gonna judge you maybe so uh the speed of that um the average speed of right now the speed of toy cars um on the slope you're close i see that you try to include both variables um you think try to rearrange it so what affects the speed of the toy car in this case uh the the height of the soap yeah or you can call it the slope incline so a name for this graph could be the effect of slow incline on the average speed of the toy car it doesn't have to be that exactly but something close yeah yeah yo you should introduce yourself why didn't you introduce yourself earlier i wanted to tell you you can do your self-introduction now my name is angela i'm from china and uh i'm going to uh western canada high school oh so stereotypical yes okay iv yeah yeah all right next exercise this i'm gonna call on you again angela uh because we're like one of the only students here so but you see it's extra exercise for you it's good for you what school do you go to right now just it's just currently yeah currently i'm just uh staying at home so oh i see what we're doing online ah all right so for these these two scenarios identify the manipulated variable what's the manipulated variable for these two [Music] wait do you know what a manipulative version oh yeah yeah yeah because i didn't explain it earlier that's kind of yeah i know i know all right so like so like maybe like the um like maybe the difference of different like so different toy cars would have like like they would look different right so depending on like the way they're built they might be different so like there will be differences in um in the speed yeah all right that might work for a different lab but that's not the manipulative variable within this lab so what do you think in this sentence what do you think will be changing the toy car speed with ah or the different inclines uh the different inclines yeah so in this slab the manipulative variable is the different inclines for the next question actually this one's kind of a whack example well let's not do it going back to this one are you able to make name one controlled variable uh one controlled variable would be if you were making this toy car a toy car yeah you'd use the same toy car for the experiment and then do you know responding variable the speed yeah all right next topic history of the atomic model some things you might want to know these are some terms you want or you would want to copy down so first up a physical change which is the change in substance but the chemical makeup of the substance remains the same so for example a change in size color state etc i think you guys learn a bit of this in grade nine right anyway yeah you guys will okay an example of a physical change is when water turns into ice so its state changes but its chemical which is the water molecules remain the same next is a chemical change which is when a substance reacts to form a new substance examples include precipitate color change gas formation odors or a change in the heat of the substance so maybe you might feel hot or cold what precipitate means is the formation of solids two other terms you want to know chemical property and physical poverty a chemical property is the ability to form a chemical change for example combustibility so the ability for something to just catch on fire physical property the ability to experience a physical change such as the melting point so the ability for ice to turn into water one way to different remember the difference between a property and a change is that you can think of the property as kind of like an adjective so the melting point of ice is zero to wait zero degrees yeah to turn into water and then the change itself is like a verb so actually i do have examples of changes on a later slide you'll see i'll give you examples later all right to our contributors of the atomic model first up we have greek philosopher democritus here on the right we have a beautiful photo of him and then here's his atomic model from 400 before common era he was the one who first believed that all matter were made of tiny particles which he named atomus and atomus the word means indivisible he believed that atoms were the smallest possible unit our next scientist is john dalton oh so talking about these scientists in school when you're learning these you will want to memorize their last names don't you don't need to know their first names in this unit teachers will often test you on each scientist and the mod you have to remember which mod what the name of their model was all right uh do you have enough time to like copy the notes in between each slide because it's going a little fast right now do you have time oh no okay so um i guess rachel you should go back then i think going back now is a bit weird i'll try to slow down for the following slides we always record the video after but uh we want to make classes as convenient as possible so you don't have to go back to the videos so yeah you know slow down embarrassing okay yeah but wow that's the correct way to take notes more applause alright dalton my guy he believed all atoms were tiny spheres of different sizes and properties which is closer to the correct model than democritus was he also believed that there were different types of atoms for different materials his model is called the billiard ball model which if you if you've ever played a ball pool the balls in that game are called billiard balls and this is his model as you can see he he made this model sometime between 1803 to 1805 and it looks the same as democracy's model and then here on the left a picture of dalton hmm all right jj thompson so he discovered the electron which is a part of the a subatomic particle with a negative charge he believed the atom itself the ball had a positive charge and the electrons which had a negative charge were stuck onto the surface of the atom his model is referred to as the plum pudding model i think you guys probably don't know what plum pudding is it used to be a really popular dessert back in his time but no one has no one's had that now and it honestly tastes kind of bad i'm just saying anyway a more modern way to call it would be a chocolate chip cookie model which might help you remember it better so the ball itself is the cookie and the electrons stuck onto it are like chocolate chips yeah sorry if you can hear stuff in the background hey all right it's exactly what it says on the screen you have like a 10 minute break there's a yeah there's a 10 minute break just stretch or do whatever you want for 10 minutes because i believe the zoom meeting it's already it's almost been an hour since the zoom meeting started how is it 40 minutes wait i'm the only one yeah the other people's vibe on the side okay wait no 20. so for the first lesson they give you a quote-unquote gift so normally for zoom you have a 40-minute time limit on zoom meetings but since this is our first meeting they kind of they give you leeway and you're allowed to have more than 40 minutes yes that's what the break is sorry to join the bitly you want to break oh it's fine i wanted to continue the lesson it's your choice well we can continue it's fine i mean if you guys oh me if you guys want to it's fine uh yeah it really depends on rachel she's teaching this lesson today but uh here how about you guys five minutes get up stretch get your blood flowing and then come back does that sound okay yeah all right see you in five minutes all right perfect hey recording is resumed okay next my favorite contributor to the history of the atomic model ernest rutherford my guy alright so he discovered the nucleus of the atom and he realized that electrons flow around the nucleus rather than being stuck onto the nucleus like was the previous scientist thompson had bought his model is called the planetary model which you can see on the right here this is the oh soy version of his model but this one's more well-known you probably see it in sci-fi movies even though it's not really the correct model okay so the reason why he's one of my favorite contributors is that his backstory his story of how he found he made this discovery basically my guy brother ford he he really admired thompson he loved thompson and he started conducting experiment to try and prove that yes thompson was absolutely correct on his theory of electrons being stuck onto a positive atom so his experiment involved an electron gun this is this is my gun which shoots electrons and this gold foil on the other side of this gold foil he kind of had like a mirror or something if you want to know more about this experiment just google it basically she shot electrons through the gold foil and if thompson's theory was correct where the atom was like this solid ball with electrons stuck onto it all his electro all the electrons he shoots into the gold foil or just sticking onto the molecules within the gold foil instead of passing through except when he finished his experiment and he looked at this near reflecti thingy that on the other side and he picked it up he realized there were electrons on here so that means the electrons when he shot them they passed through the gold foil and then stuck onto this mirror thingy that means thomson was wrong where his theory of atoms being the solid mass with electron stuck onto it yeah was wrong so brother theorized from this that if the electrons were able to pass through this gold foil there must be empty space within the atom and then he created his planetary model i'm sorry this is technological issues there you go boar all right this is the people this is the person this person's model is the one you will need to know really well because you will use it a lot he proposed that electrons surrounded nucleus nuclei in specific energy levels rather than why can't i rather than random unorganized floating his diagram is called the bore diagram which you can see here on the right in science 10 you will be using the bohr diagram even though technically the board diagram is not the most accurate of the models photo of neil's boy he's pretty young the quantum mechanical model it's also it's the most up-to-date model we have even though it's not perfectly accurate and we're still trying to develop a more accurate atomic model this is the one that some scientists use instead of the electron okay the electrons are in an electron cloud as you can see here looks really messy but even though they look like that they're still organized into energy levels like the ones we see in the bore diagram just just giving some time to take notes interactive exercise of these four which of them represents a chemical change so first one we have a substance begins to bubble second scenario a student melts a substance third one after two chemicals are mixed together a repulsive odor comes out and then lastly chemical changes wait what what is that all right ignore the last one that is a typo let me oh hi let us scribble that out ignore this one there is a title i will fix that after class so which of these three is a chemical change you can you can answer all three or maybe just two of them are or just one yeah enjoy chemical change would be wait i kind of understand what number four is actually talking about you kind of understand or you can't no for four yeah i kind of understand what it's talking about what i was trying to say while i was making the slide but apparently my english went bad just something changes color after you add food dye that's what i was trying to say okay would that be that would be just a chemical property right oh the food dye all right this one's actually interesting because it's a physical change usually a color change is a chemical change but because we're adding food dye and there's no chemical reactions actually happening it's just you add color i don't even know how to explain honestly okay but no chemical reaction is happening right when you add food dye into anything but these other three which of these are chemical changes um here i'll go through what i'll do like this first sentence physical or chemistry code change a substance begins to bubble chemical yeah do you want to try to expand on why like try to explain uh because for physical change like it's just like so like in physical change like chemical makeup just stays the same and usually that wouldn't like result in the substance to like bubble and bubble so basically this is that means a chemical reaction has happened to cause it to produce gas that's what this is next one a student melts a substance chemical or physical change i want to say physical yeah you're actually really good at this okay more confident let's go you're good at this you've answered like almost all the questions correct which i'm really happy all right after two chemicals are mixed together a repulsive order comes out chemical wow all right oh okay this one um this is a matching thing that's very nice yes all right rutherford which of these is planetary model yeah okay oh that's a nice line yeah all right it's so straight for which one diagram uh delton would be the billet barn ball model yeah do you remember what a billiard ball is or like kind of what it is a bit yeah i didn't really see that picture oh okay it's just a ball it's like that's all it is um what did he come up with special looking boy like i know it's like be nice wait oh i actually kind of forgot about this one yeah the answers we have available left are plum pudding quantum mechanical model and atomos i want to say atomos you're correct you're actually right yeah what's our accurate model quantum mechanical model yeah all right and then thompson the plum pudding yeah all right moving on let's get rid of my scribbles next topic periodic table first contributor to the periodic table is dimitri mendeleev again for all the scientists you learn just you don't you only need to know their last name don't worry about their first name it doesn't matter he created the first periodic table and it looks like this base so his periodic table he organized it in a way that we still use today which i will explain later but because of the way he organized his first periodic table he was able to predict some elements that you couldn't they didn't know at the time so these blanks are some elements that didn't they didn't know of at the time but he thought wait let me see if i can explain this better with the technology of his time he could only see these listed elements but mendeleev believed that there were more elements to know and he predicted that there we go so what is an element an element is a substance that can't be broken into other substances that's a horrible definition but and basically in elements the stuff you see on here all right that's what they're called they're called elements things like oxygen and nitrogen carbon hydrogen you might have heard of these things there are three classes of elements on the periodic table the metal metalloids and non-metals yeah all right about metals metals take up the majority of the elements or the majority of the periodic table most of what you see on the periodic table are metals some characteristics of metals are that they're good conductors of heat and electricity so for example the wires in your house they're made of metals because metals are good conductors of electricity metals are malleable which means you can bend them they're bendable flexible they're also ductile which means you can stretch them thinly without breaking which is important because when you're making wires as you can tell wires are really thin if metals weren't ductile they wouldn't be able to be if they were made into wires they'd break easily because of how thin they are inside metals there's another class of metals called transition metals which we don't give a crap about because they're very confusing and annoying and you don't need to know about them in science 10 just know that they have a subclass minerals are also also usually solid at room temperature non-metals the best way the the quick way to summarize the characteristics of non-metals it's just saying they're the opposite of metals so they're poor conductors of heat and electricity they're brittle fragile they break easily which kind of okay they're mostly gas at room temperature which is why i thought all right let me non-metals are described as brittle which also doesn't make sense to me because they're mostly gas at room temperature so i don't understand how you can call them brittle if they're gas but that's all good metalloids so this i will explain on the next slide but the characteristics of metalloids they're just a mix of the metal and non-metal traits so they're kind of conductible but not really they're kind of malleable is but there is solid at room temperature famous periodic table of the elements okay so i said i'd tell you what the meadow louise where and how you can tell you see this highlighted yellow staircase looking thing all the elements that are touching this yellow staircase looking thing are referred to as metalloids such as boron silicon germanium i don't know what this one's called i forget the names of the rest of these the only exception is aluminium aluminium which is a metal all right so the metals everything to the left of this yellow staircase that's not touching it is a metal except hydrogen hydrogen's special it it's a non-metal but sometimes it can be a metal kind of it's just special everything on the right of the staircase these are the non-metals yeah i got it yeah all right yeah molecular elements so molecular elements are elements hydrogen is gas i'm going to think about states all right elements molecular elements are elements that naturally occur as molecules so for example oxygen's natural state is wait let me see how i can explain this better for the molecules usually these occur on their own they naturally occur these atoms are free floating like yo tony explain okay so some elements right they naturally form by themselves so for example lithium if you find a lithium in nature it's just going to be one can you hear me yeah okay so it's just gonna be one lithium but for example if something like oxygen or nitrogen if you see it in um nature it's going to be bonded to another another element that is the same itself so for nitrogen you're going to see two nitrogens like bonded together but because that's just naturally how it is and you just have to memorize how stone them bond together and it's not only two so some elements they can bond together in fours or eights and yeah all right so i i'm trying to make a visual here so for for most elements they occur in nature on their own so their atoms kind of just free flow on their own they're not they don't have bonds between them but certain elements when they occur in nature they will have bonds between them where they're connected does that make better sense i'm so sorry yeah i got it i know let me erase so some of these molecules ah you need to memorize the molecule the elements that occur as molecules naturally the one the acronym we use is i bring clay for our new house for pouring eight sidewalks so the first few letters of each of these words represent the elements that naturally occur as molecules first one we have iodine which occurs in groups of two then we have bromine clay fluorine oxygen nitrogen and hydrogen these last two elements phosphorus and sulfur they're the only ones who don't occur in groups of two in nature they in fact occur for phosphorus they occur in groups of four which you can remember by saying four pouring and then sulfur occurs in groups of eight which you can remember by the eight and from the in front of the word sidewalks let me erase my atom okay so uh i think i don't think that method no offense but that method is not that reliable over remembering it but i think there's a better method okay that i use so can you go back to the periodic table all right there's two methods use the one you think go can you go back to the periodic table this is the periodic table i don't see it what okay okay now yeah i see it okay so there are seven so when they're bonded by two they're called diatomic okay so if they naturally are bonded with themselves twice so iodine bromine chloride fluoride oxygen nitrogen so all those letters and hydrogen right so the way i remember it there's something called the seven seven of seven so if you go to element number seven which is nitrogen can you click on it yeah i'm going to give music and as i figure out how to all right so then then you go to oxygen just underline it yeah yeah yeah yeah okay and then you underline fluoride wait i have something blocking the way of scene all right okay where is fluoride f n o f c l uri all right so just go to i oh here we go just underline all of them die oh okay look at this teamwork okay uh don't do the ps thing okay well that um so there's seven so seven of seven of seven so one there's seven molecules right and then the second seven is that the visual is that you start at number seven which is nitrogen and then from there you draw a seven right so from n to i you draw a seven and then those six plus the hydrogen are all the ones that are going to be diatomic so that means you have two okay so you need to explain your strategy better because even i don't understand so by seven you mean draw something like this okay okay oh my god what are you doing okay so wait let me just share my screen all right how do you annotate on google docs you can annotate with the zoom thing look at this so can you uh enable stranger all right look at this technological stuff okay and then she has a class after that like six and yeah well hurry don't even worry okay okay so how do i annotate it go to lesson one oh yours looks like your computer can't do it huh do you see my mouse at least yeah yeah we can see it okay so so there's seven digemond molecules and those are h hydrogen nitrogen oxygen fluoride chloride bromide iodine so it's like this right so it's all the seven of seven or seven because one you start at oh shoot okay so first the way you the way you mark all of them is you go to number seven so number seven is nitrogen right and then you will draw a seven so the way you draw so you know what a seven looks like right the seven looks like this all right so i'll draw seven so one two three four five like this is a seven right so then we draw a seven and remember it's up to high so you draw a seven and then those are all the ones that are diatomic those will be bonded with each other so that's a visual representation of the like this is a visual way of memorizing which ones are diatomic because all you need to do is you just draw a seven from number seven n to i so just like this and then also hydrogen hydrogen special so like it's easy to remember because you'll work with a lot so yeah what about first person sulfur you you can just memorize those by yourself you don't need you don't need strategies for all of them okay like p4 s8 you know easy and i'm just gonna cherry so there you go two methods but molecular elements are really important you will have tests and quizzes on them and they're a common cause for lost marks on tests and quizzes all right how the periodic table is organized the elements are organized by their chemical properties so the period is what you call the horizontal rows as you can see here so period one is the contains hydrogen and helium period two contains lithium blah blah blah blah three four five six seven they're the rows groups are what we call the vertical columns so group one group two group three all the way up to group 18. on the next slide i will explain why they're organized in this manner why the periodic table has such a weird shape there we go how are groups organized there are a total of 18 groups the first group and you will want to you will need to know the names of the groups you will need to know the name of group 1 3 to 12 17 and 18. this one kind of know it i guess don't worry too much about this one okay the name of the first group which is this first row here are called alkali metals these elements they're very reactive and they're soluble in h in water these kinds of elements so wait i'll explain this later there's a point i have in my head i'll explain later the second group is the alkaline earth metals this stuff here they're also reactive but they're not as reactive as the alkali metals their compounds are also less soluble in water soluble just means dissolve so alkaline metals dissolve in water this one they don't dissolve very well in water groups three to twelve transition metals we don't like them they're kind of reactive but they're also confusing so these bad boys all the way to here we we don't care about these people all right not yet at least not in science 10. i did not say anything about groups 13 to 16 because we don't really have names for them but group 17 they are called halogens they are a non-metro family so everything in that column are is non-metals which include wait aluminum aluminium non-metal ignore me halogens are really extremely reactive just like group one now the point that i had earlier that i wanted to talk about was how since they're very reactive bombs often bonds like hydrogen bonds which you can see is in group one since since they're very reactive they can be used to make bombs for example hydrogen bombs which is in group one there we go that's what i was trying to say finally group 18 noble gases these are the these are the only elements that are non-reactive at all no matter what you do to them nothing will happen they won't have any chemical change or reaction they also won't form any molecules or compounds which just means that yeah some other molecules will bond together other atoms elements bond together to create molecules these things on the other hand they're just free-floating they're going solo because they're cool okay so tony told me to explain why they're reactive no it's not time yet you will learn why they are reactive later but i can kind of talk about it now it has to do with their electrons okay all right this is a badly worded question as you can see normally this they tell you which ones are the metals behind my spam but i covered it up so you can't know how do you first how do you identify the metalloids [Music] go [Music] hello sir tony tony you do it instead i can't call an angel every time that's bullying okay so anything touching the stairs the staircase is a metalloid okay which of those is an exception one of those isn't a metalloid it's not a metalloid are you sure yeah according to my notes and google so um i'm just i'm gonna say aluminum yeah the color on our periodic table was like a little different yeah aluminium all right so it's a metal right yeah it's metal okay yeah again which ones are the non-metals and which ones are the metals how do you identify it kind of everything on the right of the staircase is a non-metal and then everything on the staircase on the left of the staircase is a metal uh i think hydrogen is not a metal though okay i need hydrogen's not in that non-metal it is a non-metal hydrogen okay but it's only placed in the metal category because of its characteristics so mendeleev organized the periodic table into groups and periods what are the names of some of the groups what is the name of the first group i will answer this question it is it is alkali metals look at my beautiful handwriting guys tony group 17. hello what what's the name of group 17 have the halogens yeah angela group 18. noble gas yeah this is illegible i think you're spelling that wrong it's halogen like halloween i'll type it in the chat i'll i'll just i'm gonna stop writing yeah i'm just gonna move on we don't talk about that what are some characteristics okay i feel bad continually calling on you guys so characteristics good conductors what else they're malleable i'm not going to write the whole word i actually give up ductal ductile ductal what else was it yeah oh yeah solid at room temperature okay characteristics of non-metals tonys oh wait no you're charging your phone the character says i'm not metals just opposite well i did not charge my phone yet but uh i just wanna talk about like why like you should know about the metals and stuff why you should know about the metals yeah so basically on a test or the temp test there's usually in my experience at least there's always a table and in this table it gives you information and part of the information is like conductivity or is it malleable or not or or you know what's the state at room temperature well you'll get in the state part later but basically uh you need to know some of the characteristics of metals and non-metals so you can identify what type of substance they are and like you'll learn about the substances later example um but yeah here we have an element okay this element on the test you'll see questions like this this element is kinda conductive why am i even trying to write kind of conductive um let's see it's slightly malleable and what were the other characteristics yeah it's kind of conductive it's slightly malleable it's and it's solid at room temperature what class of element is it a metal non-metal or metalloid angela go this is the kind of stuff you see on tests wait sorry i didn't quite hear that can you please repeat it i'm sorry all right so on tests there are often questions like this where they'll give you the characteristics of an element and you have to identify if it's a metal non-metal or metalloid so for example let's say i'm giving you some characteristics this element is kind of conductive it is slightly malleable and duct ductile ductile and it is solid at room temperature what class of element is it uh it's a it's a metal slightly malleable you can ask me to repeat some characteristics okay so it's slightly malleable um it's solid at room temperature it's slightly conductive is it a metalloid yeah it is a metalloid all right oh hey end of the lesson okay yeah so as you can see next week we'll cover the properties of atoms and ions so yeah you have any questions feedback i know i went too fast angela thank you for being such a good sport when you're the only student here sir that is very good oh it's nice meeting you guys thank you yeah hope to see you next week and assuming we will have more students because we kind of screwed up the zoom link right we sent it last minute so we should have more students next time that is my fault i am really sorry oh yeah go have dinner and then enjoy your math class yay it was fun seeing you hearing you yeah all right bye bye i need to end this recording how do i end the recording where is my end recording button i believe there's a button yeah i'm trying to look for it we did it yesterday doctor