thats exactly what im thinking, it's because they have to let the idiots who dont want to learn/people who don't learn things fast catch up and leave the smart people bored and hating school even more than the people who aren't smart
@@adjhki5741 we've been learning this for weeks in chemistry and i understood it better in this 5 minute video then i have in my chemistry class, why do teachers make things more complicated then they need to be?
Wow! We are doing ionic compounds now. And, of course, covalent compounds, too. I'm not sure if you are working on (or getting ready to) a video about covalent compounds yet, but that'd be great. I have a pretty solid instructor (first ever chemistry class at the age of 24 in college), but... I get lost in the transition despite paying attention the best of my abilities. You are the man, PD. Thanks for everything and keep up the great work.
what do u teach isn't special ,how do u teach is special ... really I love Ur introduction part..... he does knows lots about science stuff.... professor Dave explains..... ownnnn
I can't believe that Professor Dave explained at 1:34 what I'd been trying to figure out for days in two seconds. If my teacher had just explained it instead of technically speaking a different language, it would be SO much easier. But as my teacher can't explain it very well, Professor Dave is a lifesaver. Thank you, Professor Dave!!!!!!!!
I learned more in a 5 f*kn minute video than I've learned in 3 months with my trash ass professor. I ask a question and he says "watch RU-vid" or "you'll figure it out" instead of just explaining something to me. Glad I paid a "higher learning" institute to teach me chemistry.
I'm a senior in college for a non-science degree, yet need to take a science class (ya that's not an oxymoron or anything) and my professor directs us to Professor Dave. She needs to be sharing her paycheck with him.
hi professor dave. i just want to ask if the subscripts we place below cations and anions (sometimes enclosed in a parentheses) to make their charges neutral affects their over-all molar mass. thank you very much
so for example, the iron (II) phosphate in 4:04 where in the phosphate has a subscript of 2 means the phosphate must have 2 moles, thus making their molar mass doubled?
it means that there are two phosphate ions per formula unit of the salt, so when calculating the formula mass, you need two phosphates, and so two phosphorus atoms, and eight oxygen atoms.
am i stupid or something i still dont get it ??? How do you know if the amount is more or less in naming "ate" and "ite". I wouldn't know if there's another Ion that has more Oxygen molecules than the other. If there's a way, can someone pls tell me im really so confused
Hello professor Dave! As always let me start by thanking you because your videos help me a lot! This time I don't get why in 3:44 you say that *S* has an oxidation number of -2. If so, what oxidation number does the *O* have here? Thank you again!!
so not the sulfur atom, but the sulfate as a whole! we know that SO4 2- is the sulfate ion, so the whole thing has to add up to -2, and 4 O's add up to -8 so sulfur is +6.
I know everyone is saying that this is super helpful, but this is somehow the first video in the playlist i am majorly stuck on. Maybe its because i use this as my primary learning resource. I just dont get it.
Sir, if oxygen has one bond and three lone pairs, as in hydroxide ion, it will have a formal charge of-1. From where does this one additional charge or one extra electron come? Also in the case of carbonate ion two of the oxygen atoms are single covalently bonded, so if oxygen has 6 valance electrons and it is sharing its one electron in bond formation then how does the lone pair upon bond formation of oxygen atom count upto three I mean since it has to share one of its six electrons in the bond, shouldn't it have 5 electrons. How after forming a single bond this one additional electron comes from here so that it provides the atom with a negative charge?
i have a question, it said that there is Cu + and Cu 2+ but in the periodic table it needed to gain 7 electrons so it wold be Cu 7+ right, i dont get it
Copper has an electron configuration of [Ar] 3d10 4s1 (sorry I don't know how to make superscripts) Cu+ has lost the electron that was in the 4s orbital, giving a configuration of [Ar] 3d10. Cu 2+ has the configuration [Ar] 3d9. Cu 7+ does not occur.
What I'm wondering is why they abbreviated the prefix Hyper into just "per" but not the prefix hypo into just "po". Just seems a bit inconsistent to me.
sulfate is 2- and nitrite is 1-, that's as a whole, though we can assign individual charges to individual atoms as well. then when you see something like copper (II) the roman numeral states the oxidation state of the metal, so II means 2+.
why do elements have different oxidation numbers? like sulfur has 2-, 4+, 6. and why are roman numerals used in naming binary compounds? how do I know which subscripts to put by looking at the roman numerals? i'm sorry for these questiobs. i'm really so dumb. i need to pass this test or else my future will be doomed.
Whatever man this is literally impossible to memorize for me, house and house and I can’t remember a bunch of literally random charges and names that can diverge from the structure at random as well
