Chalcogens is a plural noun in chemistry referring to the elements of group 16 in the periodic table (such as oxygen, sulfur, and selenium). They are characterized by having six valence electrons and often form -oxide compounds. The term emphasizes their shared chemical properties and their position in the chalcogen group, used especially in discussions of oxidation states and nonmetal/metalloid behavior.
"The chalcogens include oxygen, sulfur, selenium, tellurium, polonium, and livermorium."
"Researchers studied the reactivity of chalcogens in metal chalcogenide compounds."
"Chalcogens play a crucial role in redox reactions and catalysis."
"In geology, chalcogen-rich minerals indicate specific oxidation environments."
Chalcogens derives from the Greek word chalcos (chalk, copper oxide) and -genēs (born, produced). The term was coined in the 19th century to categorize the oxygen-bearing, sulfur-bearing, and selenium-bearing elements that form oxides and chalcogenides. The concept was refined as the periodic table took shape; early chemists observed that these elements shared chemical behaviors (high oxidation states, formation of oxides, and similar compounds) despite diverse physical properties. The first known uses of the term appeared in scientific literature in the late 1800s as chemists sought to group elements by common anionic behavior, paralleling “halogens” and later broader groupings. Over time, the definition expanded to include tellurium and polonium, and more recently, livermorium, where applicable, though some classifications vary with context (inorganic synthesis vs. solid-state chemistry). Contemporary usage typically centers on oxygen, sulfur, selenium, and tellurium as core members in discussions of redox chemistry, semiconductor chemistry, and geology.
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Words that rhyme with "Chalcogens"
-ins sounds
-ngs sounds
Practice with these rhyming pairs to improve your pronunciation consistency:
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You say CHAL-kə-jenz or CHAL-kə-jenz depending on speaker. IPA US: /ˈkæl.kə.dʒɛnz/. Primary stress on the first syllable, with a soft 'g' like 'j' in 'gentle' before the 'ənz' ending. Mouth position: start with a low front position for /æ/, then a relaxed mid-central schwa /ə/ in 'kə', and end with /dʒɛnz/ where the /dʒ/ is the voiced palato-alveolar affricate.
Common errors: misplacing stress (placing it on the second syllable), pronouncing /k/ too hard or the /dʒ/ as /ɡ/; saying /ˈtʃælkəˌdʒɛnz/ with an extra syllable or mispronouncing the /æ/ as /e/. Correction: keep primary stress on CHAL; articulate /dʒ/ as a single affricate /dʒ/ without a strong following vowel; ensure the final /z/ is voiced. Practice with slow syllables: /ˈkæl.kə.dʒɛnz/.
US/UK/AU share /ˈkæl.kə.dʒɛnz/ but vowel quality differs: US tends toward a clearer /æ/ in first vowel and a rhotic-ish influence on the second syllable, UK more open /æ/ and less rhoticity in non-rhotic varieties, AU often merges /ə/ and /ɪ/ in rapid speech. Final /z/ remains voiced in all. The /dʒ/ remains identical. Pay attention to the second vowel: US may reduce to /ə/ more strongly.
Two main challenges: the cluster /kəl.kə.dʒ/ combines a liquid-like /l/ with a palato-alveolar affricate /dʒ/, which can cause confusion between /gj/ and /dʒ/. The final sibilant /z/ is often devoiced in rapid speech. Additionally, the repeated schwa in the middle can be unclear. Focus on the /dʒ/ as one sound and keep /æ/ as a pure vowel before the weak /kə/.
Tip: treat it as CHAL + CO + JENZ, with the 'co' as /kə/ and the 'jenz' as /dʒɛnz/. Visualize the mouth moving in four quick stages: /tʃ/ to /æ/ quickly transitioning to /k/ then /ə/ and ending with /dʒɛnz/. Practice with a mirror and slow tempo, then speed up while keeping the stress on the first syllable.
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