1
Unit 2 Chemistry : Atoms ,Elements and Compounds( 22 periods )
Topic 1: Matter and its Properties
a.
Day 1 : Safety in the lab :
i.
ii.
iii.
iv.
Students are to read over pages xix to xxi. Know these rules. Students are to know the location and
understand the operation of the various safety stations in the lab
Students are to know all safety and WHMIS symbols : see page 597
Students are to take home and have signed a one page summary of the lab rules
Your teacher has brought in 8 labels from products commonly found in your home . Complete the table
below by going to various lab stations.
Brand name of
product
Type of Product
Type of Container
Hazard Symbol
Questions :
1.
Do you see any similarities in the type of containers that are used and the hazardous materials. Explain
2.
Do you see any similarities in the types of hazards that seem to be associated with particular groups of
products. Explain.
v.
Students are to know common lab equipment and their uses.
2
What to Do
Sketch the corresponding WHMIS safety symbol next to each description. Record an example of each.
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Description
Day 2
Using
texts
156 -
Sy
mbol
Compressed gas
their
pages
164.
Poisonous and infectious material causing immediate and serious toxic effects
Poisonous and infectious material causing other toxic effects
Oxidizing material
Flammable and combustible material
Corrosive material
Biohazardous infectious material
dangerously reactive material
Students are to complete the following :
PARTICLE THEORY OF MATTER
POSTULATE
Diagram
All matter is made up of tiny _______________
Particles of one substance are the_________. Different substances are
made up of ___________particles.
There are ____________ between the particles.
There are ________________forces among particles. These forces are
_______________ when the particles are closer together.
The particles are always _____________. The more energy that the
particles have, the ___________ they move.
2.
Define the term scientific model __________________________________
3.
What 3 states can matter exist in ? ______________, ____________, and _____________.
Identify the changes of state below and complete chart below.
Exa
mple
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Go to www.teachersdomain.org and watch Particulate Nature of
Matter
SUMMARY CHART of States of Matter
Property
Solid
Liquid
Gas
Shape
Volume
Compression (effect on Volume)
Heat (effect on Volume)
Mass
Use the Particle Theory to explain the following:
Solids have a hard rigid shape and a definite volume. _________________________
A solid substance expands when heated. __________________________________
A puddle of water disappears on a hot summer day.__________________________
Gases take the shape and size of their container._____________________________
A balloon filled with helium gas shrinks when taken outside on a cold winter day.
____________________________________________________________________
Predict what will happen to the balloon (in #5) if it is brought back inside a warm building.
___________________________________________________________________
Review
1. What are two features that all forms of matter have?
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2. Use the particle theory of matter to explain what makes a liquid different,from a solid of the same substance.
3. Compare the amount of space between particles of a gas with that of a liquid of the same substance.
4. What is the effect of adding heat to the particles in a sample of matter?
5. What is the difference between the melting of water and the melting point of water?
Complete the following : ( page 156 -157 )
1. Matter -
anything that has ________________ and takes up __________ e.g. ______________
2. Pure Substance 3. Mixture -
consists of _____________ one type of particle ( one/ more than one ) and has _________
composition ( constant/variable ) e.g. __________ , _____________ and _______________
4. Mechanical mixtures 5. Solutions -
consists of _________ type of particle ( one/ more than one ) and has a _________
composition( constant/ variable ) e.g. __________, _________ and ____________
consists of _____________ phase ( one/more than one ) e.g. __________
_______________ mixture ( homogeneous/ hetereogeneous ) of ______________ pure substances
e.g. _______________________ .Substance being dissolved is the _____________ and the substance doing the dissolving is the
________________________. Substances that dissolve in water form ______________________ solutions (pg 170)
6.
Homogeneous matter - consists of ___________ phase ( one / more than one )
7.
Heterogeneous matter - consists of ____________ phase ( one/ more than one )
8.
Ordinary Mechanical Mixture (pg 172)
a substance made of different parts big enough to __________and they stay ___________ (example: granite rock). Also
____________________ and ________________________
9. Suspension: a substance made of a liquid or gas with small particles that are distributed throughout but will ____________ into
layers (because of gravity) if left __________________(example: Milk of Magnesia, or muddy water). Also
_________________ and __________________________
10.Colloid: a substance made of a liquid or gas with small particles ______________ in it. These particles are so small that
____________ does not cause them to completely separate (example: whipped cream). Also
_______________________ and ____________________________
11.Emulsion: A mixture of two normally unmixable liquids (like oil and water) in which one is liquid is suspended in the other (one
exists as tiny particles within the other.
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ete pg 169 (2) and pg174(1-4)
Go to www.youtube.com and watch Classification,
States, Properties of Matter
Go to www.teachersdomain.org and watch What is Matter?
Day 3 Classifying Matter Worksheet
Classify the following matter as a homogeneous mixture, heterogeneous mixture, element or compound. Include a
reason for each of your answers.
MATTER
1. Sodium metal (Na)
2. Tea
3. Oxygen gas (O2)
4. Fruit salad
5. Apple juice
6. Vinegar (CH3COOH)
7. Air
8. Party mix
9. Kool Aid
10. Table Salt (NaCl)
11. Steel
12. Hot chocolate with
marshmellows
13. Nickel (Ni)
14. Methane gas (CH4)
15. Coffee
16. Silver (Ag)
Homogeneous,
Heterogeneous, Element
or Compound
REASON
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17. Ethanol (C2H6O)
18. Vegetable soup
19. Cheerios with milk
20. Gold (Au)
Review
1. How is a compound different from an element? Give an example of each.
2. What is the difference between a mixture and a pure substance?
3. How is a suspension different from a solution?
4. Classify each of the following as either a pure substance or a mixture.
(a) Pop is composed of water, sugar, and carbon dioxide.
(b) Carbon dioxide is composed of carbon and oxygen chemically combined.
(c) Sand is composed of white grains and black grains.
(d) The graphite at the centre of a pencil is composed of carbon.
CLASSIFYING MATTER
Classify the following substances according to the headings.
SUBSTANCE
Ketchup
Tap Water
Toothpaste
Iron (Fe)
Copper Sulfate
( CuSO4 )
Neon
Kool Aid
Motor Oil
Orange Juice
Calcium
carbonate
( CaCO3 )
Gatorade
Eternity by CK
(cologne)
Italian Salad
Dressing
HOMOGENEOUS/
HETEROGENEOUS
(M)ECHANICAL
MIXTURE
(S)OLUTION
(E)LEMENT
(C)OMPOUND
IF (M)ECHANICAL,
STATE:
(O)RDINARY
(S)USPENSION
(C)OLLOID
PURE/IMPURE
Tea With Sugar
Mercury (Hg)
Pizza
*Table Salt
Gasoline
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Physical Properties of Matter
C
O
M
B
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S
T
I
B
I
L
I
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Y
G
O
C
I
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C
A
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J
Y
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BOIL
COLOUR
DUCTILITY
GAS
MALLEABILITY
ODOUR
SAFETY
SOLUBILITY
WHIMIS
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CHEMISTRY
CONDENSATION
FLAMMABLE
LIQUID
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PROPERTY
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Independent Research
Name _________________________________
Did You Know : From Corn to Biodegradable Plastic Wrap Take It Further
Being able to change materials from one form to another allows us to make products that are not only useful but
which also support a sustainable environment. For example, chemicals made from corn can be used to make juice
bottles, remove paint or nail polish, and fuel some cars. Corn is put through a chemical change
called fermentation. Once this chemical process is complete, the new substances are recovered, purified, and made
into solvents, biodegradable plastics, and automobile fuel. Solvents are substances that dissolve other substances.
Solvents are useful for making inks and nail polish and for removing paint. Corn-based solvents are not as harmful to
the environment as some other types of solvents. An advantage of corn-based biodegradable plastics is that they can
be broken down by bacteria. However, making and using corn-based
products also has its drawbacks. People sometimes cut down rainforests to make way for cornfields. Corn that would
otherwise be used for food is sometimes diverted to make disposable products.
atch video6
Sample issue: Polyethylene is a versatile, flexible, and durable compound that is used in a range of products, including
toys, plastic bottles, bullet-proof vests, and plastic bags. However, its durability poses problems for the environment
because products made from polyethylene are not biodegradable.
Polyethylene Plastic
Polyethylene plastic is flexible, heat resistant, and strong. Children play with polyethylene toys,
athletes drink from polyethylene bottles, and police officers wear polyethylene vests. Unlike
some other types of plastic, polyethylene is considered safe to use in food containers. What happens to polyethylene
products when we no longer need them? If they cannot be reused, another option is to recycle them. Some types of
polyethylene break down more easily when exposed to sunlight. These types of plastics
are considered photodegradable. This process releases tiny pieces of polyethylene.
1. Make a list of items you used today that are made from polyethylene. Identify which items you could live without
and which are necessities.
2. Describe two ways you could help decrease the amount of polyethylene that goes into landfills.
3. What are some possible benefits of using photodegradable polyethylene to make disposable food containers or
shopping bags? What are some possible problems with this type of plastic?
Watch video HowStuffWorks Show: Episode 1: Corn Plastic
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Research questions:
What properties of diamonds make them useful in a variety of applications?
What property of DDT allows it to continue to accumulate in the fatty tissue of mammals despite its ban by the
Canadian government in the 1980s?
How do the chemical properties of peroxide make it suitable for use in hair dye? What are the hazards associated with
this use?
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Issue: By reducing the accumulation of ice on roads, road salt makes winter driving safer, decreasing medical and
insurance costs associated with motor vehicle accidents. But the compounds in road salt damage roads and vehicles,
pollute water systems, and harm animals and vegetation.
Research questions:
How has the presence of mercury in water bodies in Northern Ontario affected the environment and the lives of
Aboriginal people?
How does the widespread use of agricultural chemicals in Canada or elsewhere affect the economy, society, and the
environment?
What are the economic benefits and environmental costs of diamond mining for Northern Canadian communities?
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Day 4
12. Physical Properties (pg 159)
any property that can be observed or measured without __________________
e.g. _______________, __________________, and ________________________
13. Chemical Properties - any property that describes how a substance ________ with another substance
e.g._____________________, __________________ and ____________________.
14.
Why is helium used to fill balloons and blimps instead of hydrogen ? _________________________
15.
Consider the following physical properties when completing activity :
physical state( solid, liquid or gas ), colour (colourless, yellow etc. ) odour ( smell e.g. pleasant, foul, fruity ) , taste ( salty,
sour, bitter, sweet ), clarity( transparent, transluscent and opaque ) , lustre ( shiny, dull, glossy, flat ) shape ( regular,
irregular, variable, same as the container), texture ( smooth, rough, granular, bumpy, fuzzy, gritty ) hardness( soft, hard,
flexible, firm rigid ), brittleness( breaks apart easily ), malleability( ability to be pounded into thin sheets or ability to bend
without breaking), ductility( ability to be drawn into thin wires), viscosity ( thick, thin, syrupy, oily)
16.
Examine the samples of matter and complete the data table. Use the information recorded to identify the contents of
each vial.
See page 164 and state the difference between qualitative and quantitative physical properties.
______________________________________________________________________________
Watch www.youtube.com Properties of matters
17.
PHYSICAL AND CHEMICAL CHANGE ( pg 157 )
Physical Change -
of ice or breaking glass .
Chemical Change
1.
a change of state or form of a single substance that does not result in a new substance e.g melting
- a non-reversible change in which a new substance is formed e.g. rusting of a car or burning paper
Classify the following as physical or chemical
a) making ice cubes _____
b) burning coal ______ c) breaking glass ______
d) cutting bread ______
e) baking bread ______
f) boiling water ______ g) drying paint _______
h) boiling an egg _____
i) suntanning _______
j) sugar dissolved in tea ____
k) dynamite exploding ____
l) a tree growing ______m) cutting hair _______
n) formation of frost ________ o) baking soda + vinegar __
q) toasting bread _____
p) turning on a light ____
r) milk sours_______ s) candle burns __________
t) pop goes flat _____
2.
Recognizing a chemical change : ( See pg. 169 )
1)
change in _________ e.g. potassium iodide + lead nitrate
2)
formation of a new _______________ e.g. chalk + acid
3)
formation of a new _______ ( precipitate )e.g. barium chloride + sodium carbonate
4)
production of ___________e.g. magnesium burning
5)
___________ or ______________ of heat e.g. magnesium + hydrochloric acid
6)
3.
____________ material is used up
The starting materials in a chemical reaction are called ________________ and the new substances produced are
called ____________________________
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Day 5 Name _________________________________________
Using Properties to Identify Pure Substances
Question
How can you identify a substance from its properties?
Materials & Equipment
 cornstarch
 grease pencil

 scoopulas
magnesium sulphate powder
 sodium chloride powder
 magnifying lens
 sodium hydrogen carbonate
powder
 medicine droppers
 sodium nitrate powder
 sodium thiosulphate powder
 water
 0.5 M hydrochloric acid
 spot plate
 5% iodine solution
 blank sheet of paper
 unknown substances
CAUTION: Iodine will stain your skin and clothing.
Procedure
1.
In your notebook, make an observation table like the one below.
2.
Read the labels of the six known white substances, and note any hazard symbols or cautions.
Part 1 — Appearance
3.
Place the spot plate on a piece of paper. Label the top of the spot plate with the tests you will conduct.
4.
Label the left of the spot plate with the identity of two or more of the six known white substances. Using a
clean scoopula each time, deposit a sample of each substance in a separate well in the first column of the
spot plate.
Figure 4.27 Placing substances in the spot plate
Table 4.3 Pure Substances Observation Table
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Substance
Appearance
Crystal Shape Water
Acid
Iodine
Cornstarch
Magnesium
sulphate
Sodium chloride
Sodium
hydrogen
carbonate
Sodium nitrate
Sodium
thiosulphate
Unknown # ___
5.
Closely observe each white substance. In your table, record as many observations as you can about the
appearance of each substance.
Part 2 — Shape
6.
Use the magnifying lens to observe the crystal shape of each white substance. Record the crystal shape of
each substance as “regular” or “irregular.”
Part 3 — Water
7.
Use a clean scoopula to place a bit of the first substance into three more wells in the same row. Do the
same for the second substance.
8.
Using a medicine dropper, add a few drops of water to the second well of the second and third rows. Record
your observations.
Part 4 — Acid
9.
Using a clean medicine dropper, add a few drops of hydrochloric acid to the third well of the second and
third rows. Record your observations.
Part 5 — Iodine
10.
Using a clean medicine dropper, add a few drops of iodine to the fourth well of the first and second rows.
Record your observations.
11.
Clean out the spot plate as directed by your teacher.
12.
Repeat steps 3–11 for the remaining white substances.
Part 6 — Unknown Substance
13.
Repeat steps 3–11 for an unknown substance provided by your teacher. Be sure to record the unknown
substance number in the table.
14.
Clean up your work area. Follow your teacher’s instructions to safely dispose of all materials used. Wash
your hands thoroughly.
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Analyzing and Interpreting
15.
For each white substance, there is one unique property that distinguishes it from the others. Identify this property
for each white substance.
16.
Which results from this inquiry were not what you expected? Explain.
17.
How can the properties of the six white substances be used to identify the unknown substance?
18.
What is the identity of the unknown substance? Explain how your observations support your conclusion.
ill Practice
19.
Identify the chemical and physical properties you observed in this activity.
rming Conclusions
20.
Write concluding statements to describe the chemical and physical properties of each substance that you examined.
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Properties of Common Substances
Elements, compounds, and mixtures are part of everyday life. From the kitchen to the chemistry lab, we make use
of different substances for their different properties.
Question
How can you use chemical and physical properties to distinguish among common substances?
Figure 4.29 Common substances
Figure 4.30 Possible materials and equipment
CAUTION: Keep your hair tied back when working near open flames. Take note of safety precautions
for the substances you will be working with.
Design and Conduct Your Investigation
1.
Choose at least three substances to investigate. They may be substances from your chemistry lab or from
home.
2.
Decide which properties you will investigate. Select some from the list below, or add others.
 colour and lustre
 combustibility
 conductivity
 density
 hardness
 melting point
 solubility
 texture
 reaction with acid
 reaction with water
3.
Have your teacher approve your list of test substances and the properties you wish to investigate.
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Plan your procedure. Think about these questions:
How will you observe different properties, and what materials and equipment will you need to make these observations?
How will you record your results?
How will you organize and present your results?
Write up your procedure. Show it to your teacher for approval before carrying it out.
Carry out your procedure, and collect your observations.
Present your findings in a poster or in another form suggested by your teacher.
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Physical & Chemical Changes Worksheet
Identify which of the following are physical changes ( P ) and which are chemical changes ( C ).
Include a reason for each of your answers.
CHANGE
21. Rusting iron
22. Toasting bread
23. Evaporating water
24. Burning a candle
25. Frost on a car window
26. Turning a light bulb on
27. Boiling water
28. Formation of clouds
29. Baking a cake
30. Breaking a stick
31. Wax melting
32. Frying an egg
33. A bomb exploding
34. Sulphur burning
35. Sugar dissolving
36. Jello setting
37. Bread going mouldy
38. Leaves changing colour
39. A firefly glowing
40. Silver tarnishing
41. Making ice cubes
42. Baking a potato
43. Sanding a piece of wood
Assignment : pg. 169 ( 3, 4 )
P or C
REASON
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Day 6 Chemical tests for gases ( Pg. 177 )
1)
Hydrogen gas - insert a _____________ splint ; small pop or explosion.
2)
Oxygen gas - insert a ________________ splint ; splint ____________
3)
Carbon dioxide gas - add _____________ solution ; turns cloudy or ______
4)
Water - cobalt chloride paper turns from blue to pink.
What is your teacher testing for :
a.
Chalk + acid ________________________________
b.
Hydrogen peroxide + manganese dioxide _______________________
c.
Magnesium + acid ___________________________________
Complete pg 188 (2,5,9,11,12,14,20)
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Inquiry Activity: Identifying Gases
Changes to matter can result in the formation of gases. There are many different kinds of gas, and we can use their
properties to help identify them. Three common gases are hydrogen, oxygen, and carbon dioxide.
• Oxygen gas will cause a glowing splint to reignite (catch fire).
• Carbon dioxide gas will put out a flame.
• Hydrogen gas will make a “pop” sound in the presence of a flaming splint.
Materials & Equipment
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
3 medicine droppers
3 medium test tubes
test-tube rack
3% hydrogen peroxide solution
dish soap
scoopula
potassium iodide powder
matches
wooden splints
0.1 M acetic acid solution
sodium hydrogen carbonate powder
2 M hydrochloric acid solution
forceps
mossy zinc chunks
1 large test tube
test-tube holder
Purpose
To use gas tests to identify oxygen gas, carbon dioxide gas, and hydrogen gas
Procedure
Part 1 — Preparation of Oxygen
1.
2.
3.
4.
Using a medicine dropper, add 1 mL (about 20 drops) of hydrogen peroxide solution to a clean test tube.
Add two drops of dish soap.
Using a scoopula, add a small amount (less than the size of a pea) of potassium iodide powder to the test tube.
Use matches to light a wooden splint.
5. Blow out the flame to make a glowing splint. Insert the glowing splint into the mouth of the test tube. Observe
and record what
happens to the splint
6. Clean up as directed by your teacher.
Figure 4.13 A glowing splint
will reignite in the presence
of oxygen.
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Part 2 — Preparation of Carbon Dioxide
7. Using a medicine dropper, add 1 mL (about 20 drops) of acetic acid to the second clean test tube.
8. Using a clean scoopula, add a small amount (less than the size of a pea) of sodium hydrogen carbonate powder to
the test tube.
9. Use matches to light a wooden splint.
10. Insert the flaming splint into the test tube. Observe and record what happens
to the splint.
11. Clean up as directed by your teacher.
Figure 4.14 A flaming splint
will be extinguished in the
presence of carbon dioxide.
Part 3 — Preparation of Hydrogen
12. Using a medicine dropper, add about 2
mL of hydrochloric acid to the third clean test tube.
13. Use forceps to add a small piece of mossy zinc to the third test tube. Use a test tube holder to place a large test tube
upside down and over the smaller test tube in order to trap any gas.
Figure 4.15 Trapping hydrogen gas
14. Keep holding the large test tube upside down as you lift it off of the small test tube. Use matches to light a wooden
splint.
15. Insert the flaming splint into the large test tube.Observe and record what happens to the splint.
16. Clean up your work area. Follow your teacher’s instructions to safely dispose of all materials used. Wash your hands
thoroughly.
Observations
Table 1 Performing Gas Tests
Gas
Splint
oxygen
glowing
carbon dioxide
flaming
hydrogen
flaming
What Happened?
26
Analyzing and Interpreting
17.Describe what happens in a positive test for oxygen gas.
_________________________________________________________________________
18.Describe what happens in a positive test for carbon dioxide gas.
_________________________________________________________________________
19.Describe what happens in a positive test for hydrogen gas.
_________________________________________________________________________
Skill Practice
20.Write a procedure for distinguishing between oxygen gas and carbon dioxide gas.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Forming Conclusions
21.Explain why the three parts of this activity can be used to distinguish among oxygen, hydrogen, and carbon dioxide gas
but not to determine whether an unknown gas is one of these three.
_________________________________________________________________________
_________________________________________________________________________
27
Day 7 ELEMENTS AND COMPOUNDS
Define the following : ( see pg. 175 and pg. 194 )
Element Compound Atoms –
Molecules Symbol Formula Consider the formula C6H12O6 : this represents ____ molecule (s) ; consists of ________ elements ; total of
________ atoms
Try Ca3(PO4)2 : ________ molecule(s); _____ elements ; total of _________ atoms
Complete activity pg. 193 ( Elements) and page 195 ( Chemical Formulas )
Inferring Symbols for Elements
1.
a) Rule 1 - Symbol is the _______________ letter of the name.
b) Iodine - ______
2.
a) Calcium ____________b) _________________c) ____________
d) Rule 2 - Use the ___________________ letters of the name. (capital then lowercase)
3.
a) Based on Rule __________ - Boron - B
b) barium - ________beryllium - __________Bismuth - _____Bromine - __________
Rule ________ because the letter B was already taken by boron rule thus first 2 letters
c) _______________
d) Rule 3 - Use the first and ___________letter of the name. _______and ______ were take
already taken.
4.
a)
b)
5.
silver - ________
gold - _________
copper - _________
mercury - ______
lead - ________
tin - _________
iron - ____________
Lead - __________ because it reminds you of ____________________
The name that was used to create this element was __________ because the symbol is W.
28
Elements ( see page 564 ) : Complete the following
Element
Symbol
Hydrogen
Helium
Lithium
Beryllium
Boron
Carbon
Nitrogen
Oxygen
Fluorine
Neon
Sodium
Magnesium
Aluminum
Silicon
Phosphorus
Sulfur
Chlorine
Argon
Potassium
Calcium
Cu
Zn
Pb
Au
Ag
Sn
Hg
Ni
Fe
Properties
Uses
29
Independent research Working with Toxic Elements
Name _____________________________
In the 18th and 19th centuries, mercury was used in hat making. The mercury produced toxic vapours, which caused
symptoms of mercury poisoning in the hat makers and in people who wore the hats. Mercury poisoning could impair
vision, speech, hearing, or balance as well as cause mood swings and memory loss. The “Mad Hatter” from Lewis
Carroll’s classic fantasy books about Alice in Wonderland was a cartoon version of a hatter (hat maker) affected by
mercury poisoning. Today, laws restrict how mercury can be used.
Other people who work with toxic elements include scientists who study radioactive elements, painters, and pottery
makers. Some of the metals that give paints and pottery glazes their bright colours include toxic cobalt, lead, and
cadmium.
1.
In order to protect the health of workers, how could workplaces limit the use of toxic elements?
2.
What types of restrictions would you consider for artists working with toxic elements in their own homes?
What questions would you need to answer in order to write a set of guidelines for artists?
3.
What steps can people take to work safely with toxic elements?
4.
If removing toxic elements from Earth’s surface will contaminate the environment, should we do this? What
restrictions, if any, would you place on mining for toxic elements? Justify your response.
30
Heavy Metals in Fish
Issue
Due to environmental pollution, the concentration of heavy metals in fish is on the rise. For people who eat a lot of
fish, heavy metal contamination is a serious concern.
Background Information
Many metals are necessary for human health. For example, iron is so important in the diet that some people need to
take iron supplements. However, the heavy metals, including cadmium, mercury, and lead, are toxic.
Heavy metal pollution results mainly from industrial processes, such as refining ores, burning fuel, and using nuclear
energy. Heavy metals are also used in some types of batteries and computer equipment. When these pollutants are
released into the air, they come back down with precipitation. In this way, and from water washing over contaminated
landfills, heavy metals get into the water supply. Once in the water, they build up in the food chain. Fish near the top
of the aquatic food chain often contain high amounts of heavy metals. Therefore, Health Canada and the government
of Ontario have set guidelines about how much of different types of fish people should eat to avoid heavy metal
poisoning. Pregnant women in particular are cautioned not to eat too much of certain types of fish, as heavy metals
can harm the fetus.
It is not always clear how much humans are affected by heavy metals in their food. However, scientists have seen an
effect on contaminated organisms. Fish stop functioning normally. They seem to be unaware of their natural predators
and do not use their ingrained escape-and-evade techniques. Heavy metal contamination also seems to affect their
sense of smell. Some fish have trouble recognizing their own offspring, and instead of protecting them, they eat them.
This behaviour could have a serious impact on the numbers of some types of fish in the future — as well as the other
organisms in their environment.
Your task is to work with a partner find out who may be at risk from heavy metals and why. Determine what, if
anything, the government should do to protect people from this risk. Use a graphic organizer to keep track of
information. After you complete your research, you will present your findings in a poster, an interview, or another form
of media.
Analyze and Evaluate
1.
ScienceSource Gather information to help you answer the questions below and complete your overall task.
2.
Why might Aboriginal peoples and people in remote communities feel the effects of heavy metal
contamination of fish more than most groups in Canada?
3.
(a) What other cultures rely heavily on fish in their diet?
b) Should people from these cultures also have concerns about heavy metal poisoning? Explain.
4.
What can be done to protect people from heavy metal poisoning from their food?
5.
Suppose you go fishing at a pond contaminated with mercury and catch a minnow (a fish at the bottom of
the food chain) and a large trout (a fish at the top of the food chain, which eats other fish). Which fish
would have a higher concentration of mercury in its body? Why?
31
An Elemental Tale: The Gold Dust Kid
The Kid mounted his trusty steed, old [B] ___________. His shooting [Fe] ____________ strapped to his side, he
headed out for the bright [Ne] ____________ lights of Toronto, aiming to rob the mid-day stage. There was sure
to be a load of precious [U] ______________ aboard, and probably [K] ____________, too. Inhaling a deep breath
of [O] __________ he coughed on the [S] ____________ from the nearby mills. Since the [Hg] ______________
was climbing, he quenched his thirst with some H2O, tasting the [Cl] ____________ all big cities like Mississauga
had. As he headed north his bones ached from [Ca] _____________deposits built
up over the years of riding the [Zn] ___ trail.
Overhead a [He] __________-filled balloon floated in the breeze; the sun beat down like burning [P]
____________.
Soon he spotted the stage, guarded only by a sheriff with a [Sn] ____________ badge. "Halt," he yelled. "or I'll fill
you full of [Pb] ____________." The sheriff drew his gun, but alas,
was too slow. The Kid's gun, blazing like flaming [Mg]
______________ did the [Cu] ____________ in. Anyone who drew on the Kid should know his life wasn't worth a
plugged [Ni] ______________. A [Pt] ____________ blonde riding beside the [Al] ___________-framed coach
rode for her life when the Kid pulled out some [N] ____________ compounds, preparing to blow the safe to atoms.
Suddenly, a shout rang out, "Hi Ho [Ag] ___________ and a masked man on a white horse raced across the [Si]
____________ sands like [Na] ______________ skittering on H2O. A [H] ___________ bomb would not have
stopped the lawman; the Kid had met his doom. The rest of his life was to be spent behind [Co] ___________ steel
bars, a warning to all who flirt with danger. Your first detention may be the initial step in a [C] ____________ copy
life of the saga of the [Au] ____________ dust Kid
Elements and Compounds
In the boxes above put the formula for each and count the # of molecules. Complete the table below :
Name
Formula
# of elements
# of atoms
sodium
NaHCO3
___________
____________
CaCO3
___________
____________
NaCl
____________
____________
NaNO3
____________
____________
C9H8O4
____________
____________
C12H22O11
______________
______________
Ca3 (PO4)3
______________
______________
bicarbonate
( baking soda )
calcium carbonate
( chalk )
sodium chloride
( salt )
sodium nitrate
( fertilizer )
acetylsalicyclic acid
( aspirin )
sucrose
calcium phosphate
( fertilizer )
32
FROM THE PUNITENTIARY
With some imagination and a pun now and then, it is possible to use the names of elements as synonyms or
substitutes for some phrases. So cesium your pen and fill in the blanks.
1. What doctors are for
2. Policeman
3. Have went (very poor grammar)
4. Indian funeral chant
5. A motto for a well digging company
6. Get him
7. Holmium x .5 =
8. Chemical apache
9. To press a shirt
10. Directed (past tense)
11. A kitchen work area with a drain
12. A ship's kitchen
13. The leg joint above the calf
14. What police do to a bookie joint
15. A cowboy's cry after successfully riding a bronco:"I . . . "
16. An amusing prisoner
17. Ruler of Davey Jones locker
18. A large building used to store automobiles
19. The last words of a dying man
20. The Lone Ranger's horse
21. What is often done to stores during a riot
22. The name applied to a blond person from Sweden, Norway or Finland
23. What do you do before you brand a steer
24. The name of a red flower
25. A tomb
26. An officer in the army
27. Someone who gives to charity
28. Mickey Mouse's dog
29. A 2000 lb. casket
30. Element used in talking and chewing
31. A description of beautiful mountains
32. View by a boy whose name is Cal
33. What you do to steak when you barbeque
34. Cowhide used as a carpet (ion)
35. Funds from mother's sister
36. Opposite of hot
37. When you send junk to the land fill "you . . ."
38. The back of one's foot
39. A stomach-less creature
40. Speeders are caught on
41. The seventh planet
42. Last year's graduates
43. Something with a low I.Q.
44. When a farmer plants seeds he " . . . . "
45. To grab an object from someone
33
Day 8 Investigation 6 – A Interpreting Chemical Formulas pg. 195
Part 1
Name of
Compound
a)
Formula of
Molecule
Elements
Present
water
H2O
hydrogen,
oxygen
carbon
dioxide
CO2
propane
C3H8
glucose
C6H12O6
________
b)
_______
c)
_______
d)
How Many
Atoms of Each
2 hydrogen, 1
oxygen
_________
Part 2
1
a)
b)
_____________ sodium atoms
______________ chlorine atoms
2.
a) The model has _______ Na atom for every ___________ Cl.
b) The model has _______ Cl atom for every ____________ Na.
c) The ratio of Na to Cl in the model is ____:______
3.
a) ____________
b) ___________
c) ________________________________
d) ___________________________________________________________________
Part 3
Name of Gas
Compound or
Element?
Made of Molecules
water vapor
yes
carbon dioxide
yes
oxygen
yes
nitrogen
yes
Formula
Number of Atoms
per
Molecule
Formation of molecules : atoms combine through chemical bonds to form molecules ; the bonds can be single ,
double or triple. Using molecular kits sticks are used for single bonds and springs are used for double and triple
bonds. The number of holes in the ball represents it’s combining capacity. An atom with combining capacity of 1
will form 1 single bond ; an atom with combining capacity of 2 can form 2 single bonds or one double bond etc.
Element
Symbol
Ball Colour
Combining Capacity
Possible
34
bonds
Hydrogen
Oxygen
Nitrogen
Carbon
Fluorine
Chlorine
Bromine
Iodine
COUNTING ATOMS IN A MOLECULE
Formula
1. CO2
2. MgO
Name
carbon dioxide
magnesium oxide
3. SO2
sulphur dioxide
4. H2O
water
5. C4H10
butane
6. NaOH
sodium hydroxide
(lye)
7. Fe2O3
iron oxide
(rust)
8. H2CO3
carbonic acid
9. NaHCO3
sodium bicarbonate
(baking soda)
10. H2O2
hydrogen peroxide
Number of
Elements
Names of the
Elements
Number of
Atoms of Each
Element
Number
of Atoms
in one
Molecule
2
carbon
oxygen
1
2
3
35
SNC 1D
Counting Atoms Worksheet
Name: ______________________
Date: _______________________
Instructions: Use the Periodic Table to complete the following charts.
Na2CO3
Type of Atom
(Provide the name
of the element)
# of Atoms
TOTAL:
K2CrO4
Type of Atom
(Provide the name
of the element)
# of Atoms
TOTAL:
NH4C2H3O2
Type of Atom
(Provide the name
of the element)
# of Atoms
TOTAL:
Pb(NO3)2
Type of Atom
(Provide the name
of the element)
TOTAL:
# of Atoms
36
Ca3(PO4)2
Type of Atom
(Provide the name
of the element)
# of Atoms
TOTAL:
3 BaCl2
Type of Atom
(Provide the name
of the element)
# of Atoms
TOTAL:
4 Al2(CO3)3
Type of Atom
(Provide the name
of the element)
# of Atoms
TOTAL:
2 (NH4)2Cr2O7
Type of Atom
(Provide the name
of the element)
TOTAL:
# of Atoms
Formula
Diagram
H2
HF
H2O
H2O2
O2
CO2
N2
HCN
COF2
CH4
NF3
CH3OH
Cl2
N2F2
Day 9 Building Molecules
Name ____________________
38
Day 10 ELEMENTS AND COMPOUNDS
All False: Each of the following statements is false. Change the bold-faced word to make it correct.
1. A compound can be broken down into simpler substances by ordinary means.
2. In nature, it is comon to find pure elements.
3. The compound, table salt (NaCl), has properties very similar to the elements sodium and chlorine.
4. To represent the name of a compound, you can write a symbol.
5. The formula, H2O, represents one atom of water.
6. Most elements known today are manmade.
7. In a symbol, all letters are capitalized.
8. CA, is the symbol for calcium. m
9. In Japan, chemical symbols are different from those used in Canada.
10. A carbon granule is the smallest possible piece of carbon that has all of the properties of carbon.
11. An element can be broken down into simpler substances.
12. An element can be broken down into its elements by chemical means.
13. Elements and compounds are impure substances.
14. A sample of an element would appear to be heterogeneous.
15. The smallest particle of a compound which still has all the properties of the compound is an atom.
COMPOUNDS AND FORMULAE
Fill in the Blank:
Fill in the word(s) that best complete each
statement.
1. If you pass electricity through water (H2O), then the gases ______________ and _____________ will be produced.
2. If you heat mercuric oxide, the compound will break down into the elements __________ and ___________.
3. A chemical formula tells you which ____________ are present in a compound.
4. H2O represents one _________________ of water.
5. In the formula H2O the subscript, 2, tells us that there are ________ atoms of __________________.
6. In the formula H2O, there is no subscript after the O, so it is understood to be _________ atom of oxygen.
7. In the formula, NH3 , the 3 is known as the ________________.
8. In a ball and stick model of a compound, the balls represent
_________________.
9. A molecule of a compound contains 1 nitrogen atom and 2 oxygen atoms. Its formula is _____________.
10. The chemical formula for ___________________________
is CO2.
Classification of Elements ( pg 203 )
Elements can be classified as _________________, _________________ or __________________
Properties of Metals:
APPEARANCE: Metals generally have a high _________ (they are shiny)
All metals [except for ______________ are a SOLID at room temperature.
FEEL: Metals are generally _____________( easy to bend without breaking) and _______( thin wires )
CONDUCTION: Metals are really good at conducting __________________(and heat too).
Silver____copper _______ and gold _______ are some of the best conductors and are often used in electronics.
MAGNETIC: Some Metals, like iron _____, tin __________ and nickel _________, can be magnetic.
REACTIVITY: Metals are very reactive. Sodium _____ and potassium _______ are some of the most reactive
metals.
ALLOYS: Metals are easily combined with each other as mixtures (metals can not chemically join together).
Examples of alloys are ____________ and ___________________
See page 562 . What colour is used to represent the metals ___________________? Consider a total of 118
elements how many are metals? ___________________________
Properties of Non-Metals:
APPEARANCE: Metals generally have a low __________
they are _____________).
Non-Metals are usually in a __________ or ____________state at room temperature, but some are solid like
sulfur ________________.
FEEL: Non-Metals are _____________( NOT easy to bend without breaking) and tough in the solid state.
CONDUCTION: Non-Metals _______________ conduct electricity.
MAGNETIC: Non-Metals are NOT magnetic.
REACTIVITY: Many Non-Metals can react very easily with Metals. Non-Metals react with other Non-Metals.
There are represented by the colour ____________ on the periodic table.How many non-metals are there ?
____________ ; ________ gases, ________ liquids and _________ solids.
Properties of Metalloids : __________ at room temp., can be _________ or _________; may conduct
______________ ; ____________ conductors of heat also ___________ and not ductile ; on the periodic table
they are coloured _____________ and there is a total of _________________.
40
SOME USES OF METALS
Write the names of the correct metals in the spaces provided.
1.
I am the metal that is a major component
of steel.
I
_
_
_
2.
I am a metal used in the wheel covers of
many cars.
M
_
_
_
3.
I am a metal used in electrical wiring.
4.
I am an alloy of copper and tin.
5.
I am a radioactive metal used in medicine.
6.
I am a very strong alloy of iron.
7.
I am the alloy of copper and zinc.
8.
I am a metal used as roofing, foil, and cans.
9.
I am a metal used in fine jewellery.
10.
I am a metal used in soft drink cans.
11.
I am a metal used for X-ray protection.
12.
I am a metal used in lamp filaments.
13.
I am a metal used in nuclear reactions.
14.
I am a metal used for Olympic winners.
15.
I am a metal used in many coins.
_
_
_
_
_
_
_
_
_
P
_
_
_
_
O
_
_
_
R
_
_
_
_
T
_
_
_
_
_
A
_
_
_
_
N
_
_
_
T
_
_
_
_
_
_
_
M
_
_
_
_
_
E
_
_
_
_
T
_
_
_
_
A
_
_
_
_
_
_
L
_
S
_
_
_
_
_
_
_
_
_
Day 11 LAB: Observation of some Elements
E
State
(S/L/G)
Colour
Lustre
(circle
one)
Hardness
(circle one)
Magnetic
(circle
one)
Electricity
Conductivity
Metal
NonMetal
Metalloid
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
Shiny /
Dull
Malleable /
Brittle
Yes / No
Yes / No
42
Identify the following metals :
Metal
S
Selected Properties
Typical Uses
Very high melting
Light bulb
ymbol
point
C
filaments
Resists corrosion
Chrome
r
plating
Forms strong alloys
Structural
steel
Good conductor
Electrical
wire
Resists corrosion
Coins
Resistant to acid,
Batteries
soft
Forms protective
coating
Galvanized
containers
Resists corrosion
Coating for
steel cans
Conductor
Home
thermostat switches
Light weight, good
Pots and Pans
heat conductor
Light and strong
Wheels
Day 12 Forming elements from compounds :
ompounds can be broken down to their individual elements by using either _____________ or _______________________.
lectrolysis is the process that requires _________________________.
When water is broken down it forms _________________ and _____________________ in the ratio of __________ to
________________. See lab pg 180
Lab : Electrolysis of Water
Name ________________________
Diagram of Apparatus ( Completely labeled ) :
Questions :
1. At which electrode negative or positive was the most gas collected ? _______________. What gas was it
?___________________. What test was used to confirm this and what was the result ?
__________________________________________________________________
2. How does the volume of hydrogen collected compare to the volume of oxygen collected ?
_________________________. What does this suggest about the composition of water ?
______________________________________
3. Does this experiment support the theory that the formula of water is H 2O ?
_________________________________________________________________________________
4. Is there any physical properties that can be used to tell which gas which ? ___________________________
44
5. Oxygen is formed at the __________________ electrode and its presence was confirmed using the
___________________ splint test . Results are ________________________.
6. Write a word equation for the electrolysis of water :
Water  ______________ + _________________
46
Salt or Sand?
Name _______________________________________________
Issue
Canadian winters are harsh. Keeping our roads safe in winter is a vital concern for Canadians. Safety can be
enhanced by improving traction, or grip, on slippery roads. Many car owners use winter tires, while others add
chains to their tires. Substances such as road salt, sand, or gravel are also used to reduce slippery conditions.
However, road salt can harm the natural environment and damage stone structures and metal on cars. Some
ingredients inroad salt are also toxic.
Background Information
Calcium chloride (CaCl2) and sodium chloride (NaCl) are the major components of road salt. Magnesium chloride
(MgCl2) and iron salts may also be used in small amounts. The substances are finely crushed and spread on icy
roads and pavements (Figure 6.16). In the right conditions, road salt helps ice melt away. Salt lowers the
freezing point of water. For example, a 20 percent salt solution freezes at about −16°C, whereas fresh water
freezes at 0°C. However, much below −15°C, road salt is not effective.
Unfortunately, road salt can be harmful to plants and animals. Some types of plants die if the soil is too
salty. Pets may step in the road salt and become ill when they lick their paws. Wildlife that wanders on to
highways to lick the road salt may get hit by vehicles.
Road salt can also damage built structures. In Ottawa, a limestone wall along a popular route is covered by
plywood boards every winter. Though unattractive, these boards protect the limestone from being “eaten
away.” Left uncovered, the limestone would react with the CaCl2 in the road salt.
Analyze and Evaluate
Your task is to find information about the costs and benefits of using various road salts, sand, or alternative
methods to treat icy roads. This information will help you to evaluate whether or not your school or community
is making the best decision for your safety and the environment. You will present your findings in a table and
your decision in a brief paragraph.
1.
ScienceSource Begin your search for information. Use search engines. Try keywords such as “road
salt,” “calcium chloride,” “winter driving,” and “road safety.” Be sure to keep a list of your online sources
of information.
2.
Look in print materials such as magazines, newspapers, and books for information on the effects of salt
on cars and roads in Ontario. Keep a list of all information sources.
3.
Examine the listed ingredients in different brands of road salt. Compare a “paw safe” brand to another.
Find out about the properties of each ingredient and why it is used.
4.
Create a table summarizing the pros and cons of using road salt. Give your table a title. Under
“Options,” list types of road salt, sand, or alternatives such as tire chains. For the other headings, use
“Pros,” “Best Conditions for Use,” and “Cons.”
5.
Based on what you now know, would you use salt on the roads in your neighbourhood? If so, in what
conditions would you use road salt? If not, what alternative would you use and why? Write a brief
paragraph to answer these questions. Refer to the table you created to help you as you write.
Day 13 Metallic Elements ( pg 205 )
Metals have always played an important role in the development and growth of society, for example, eating
utensils and ornaments dating back to 3500 BC were made of gold. Our modern society relies on many
different metals for making the vast variety of products we require daily.
__________________ is the science and technology of metals. It is concerned with the procedures and
chemical reactions that are used to separate metals from their ores and to prepare the metals for their
practical uses.
The principal steps in the recovery of a metal from it’s ores are:
_____________________, ______________________ and _________________________________.
A __________________ is a solid pure substance that occurs naturally in the earth’s crust
The substance containing the mineral is called the ______________________
The extraction process involves ______________________ ( physical change ) and _________________
( chemical change ) . The use of heat to extract the metal is called __________________ e.g
________________
The 2 iron oxide ores are called _______________________ and ___________________________.
Concentration in one cases involves the use of _____________________ and the other __________
______________________.
Metals such as gold do not need to be extracted because ____________________________________
Many ores are metal oxides. To obtain the metal ______________ must be removed. This is called
_____________________.
Iron smelting Process :
1.
The solids put into the …………… of the blast furnace are _______________________,
____________________________ and ________________________
2.
________________is blown into the __________________________
3.
The _____________________ in the coke reacts with ___________________
in the ____________________________.
4.
Then the carbon in the coke reacts with _________________forming _____________________
5.
6.
The carbon monoxide _______________the _____________________
The iron formed is in the ______________________ state.
7.
The limestone removes the ___________________ waste as _________________ slag.
Aluminum Extraction
To extract aluminium from its ore ( ________________ )______________________ is needed.
The process is called _____________________________________
To conduct electricity the ____________________ must be ___________________________
It has a high melting point so is dissolved in _____________________________________ at a
_________________temperature.This saves _____________________________
In the electrolysis the electrodes are made of ____________________________________
___________________ is formed at the _________________ electrode ; __________________ is
formed at the ________________________________ electrode
The ___________________. electrodes burn away because they react with _________________
Even though aluminium is very ____________________ it does not corrode because
_______________
The process above is called the ______________________ process. For large scale production to take
place the 2 problems that were overcomed was
__________________________________________________________________________ and
___________________________________________________________________________________
______________
Bauxite is mined mainly in ______________________________ and
___________________________. In Canada Aluminum is refined mainly in the Provinces of
________________________ and ____________________________.
The second step in Metallurgy is called ________________________ whereby the properties of the
metal is altered without using a _____________________________. Blacksmiths use this technique
where they use intense heat followed by a sudden cooling ; process is called
________________________.
The Third step is called ________________________ . It involves mixing metals forming solutions.
The alloy is normally ______________________ than the pure metal and more resistant to
_______________________. Referring to page 171 ; the addition of _________________________ to
iron makes _______________________ thus making the iron ___________________________.
Further addition of ____________________ and ______________________ make it resist rust ; it is
now called _______________________ steel.
Day 13 Development of the Atomic Theory ( page 183 )
1.
1803
John Dalton
Dalton’s atomic theory :
1.
all matter is made of small particles called _____________
2.
atoms cannot be ________________, ________________ or ___________________
3.
all atoms of the same element are ____________; atoms of other elements are ______________
4.
____________ are produced when elements combine
5.
Define the term :
Model –
What 2 laws support Dalton’s Theory ? __________________________ and __________________________
Models of the Atom :
1. 1803 - John Dalton Billiard ball model - Solid, indestructible sphere
MODEL - atom was seen as solid, indestructible sphere.
EVIDENCE - the law of ________________ ratio of mass in a chemical reaction . Law of
________________ of mass and law of ______________ proportions;
in a chemical reaction mass is neither nor destroyed so this would support Dalton=s concept that the atom is
___________________
WEAKNESS - atoms can be destroyed as shown by, ________________________ reactions
2. 1897 - J. J. Thompson
Raisin Bun or Plum Pudding
Positive sphere with negative electrons embedded inside
MODEL - the atom was a positive sphere i.e positive charge was uniformly spread.
FLAWS - since the positive charge was spread out the alpha particles should go through the gold foil and should
be undeflected. If his model is correct than alpha particles shot at gold foil should go through. There
will be no deflection since the positive charge is not concentrated but spread out evenly.
EVIDENCE - from cathode ray experiments the existence of the negatively charge electrons was established.
Goldstein in 1886 established the existence of positively charged particles called protons.
Watch on youtube : Thomson
The above diagram represents a ________________________ developed by ____________________________ in 1855.
The Gas pressure in the tube is _____________________. When high voltage is applied a glow of light is seen which
moves from the ____________ to the _____________________. This glow of light was called ____________________
rays which are just ______________.
Do page 235 ( 1-3 ) pg. 254 (1,2)
3. 1909 - Ernest Rutherford ANuclear atom model@ (pg 238)
- Rutherford proposed that the atom consists of an extremely _________ _________ charged nucleus which contains most
of the ___________of the atom ; the atom is mostly _______ ____________. Evidence for this model comes from the
gold foil experiment ( know experiment and the results )(See page 239 )
1.
The source of alpha particles was _______________________________
2.
99 % of the particles went ________________________ through
3.
A few were _______________________________
Watch on youtube : Rutherford's Experiment: Nuclear Atom and Rutherford
The Bohr-Rutherford Model of the Atom(Science Power 9: pp. 236-241)
Use pg. 236-237
As scientists learned more about __________________, they also began to learn more about new kinds of
__________________. A German scientist named Wilhelm Konrad ___________________ discovered a new,
invisible, but highly penetrating form of radiation called the ____________.
Roentgen observed that the mysteries radiation "____" could penetrate both cardboard and _______! A
number of X-ray tube operators were over-_____________ and died before the effects of X-rays on living
____________ were understood. X-rays can penetrate soft _____________ of the body but are stopped by
__________ and other concentrated tissue masses.
Use pp. 238-241
In 1895, Ernest __________________ began to study with _______________. Rutherford performed many
experiments with radiation and named 3 types: ____________ particles, ___________ particles, and
_____________ rays. Fig. 7.13 (pg. 239) shows that beta particles have a _______________ charge like the
electron, gamma rays have _______ charge, and alpha particles have a ______________ charge like protons.
Rutherford designed an experiment to probe the atom using _____________ particles as atomic
________________. A beam of _______________ particles was "shot" at a thin sheet of ____________ foil.
Most alpha particles passed straight _____________ the foil as if it were made of _______________
______________. But a few alpha particles ____________________ from the foil. The rebounding particles
must have been repelled by the atoms in the gold foil.
Rutherford concluded that the metal atoms in the foil must contain:
-
a _______________ - a tiny core that is very ___________ in volume, __________ compared to the
rest of the atom, and intensely _____________
-
an ______________ cloud - an "envelope" that is very ______________ in volume, _____________
compared to the nucleus, and _________________ charged
Rutherford calculated that a gold atom has __________ protons in its _____________ but their total mass was
less than half the mass that Rutherford calculated for the nucleus. So he reasoned that protons were not alone
in the ______________ and inferred the nucleus must also contain additional, ________________ (or
"neutral") particles called __________________.
Eventually, Niels Bohr figured out that the electrons revolved around the nucleus like planets orbiting the sun.
The electrons move in 3-dimensional regions called electron shells.
The sum total of their work lead to a model of the atom called the Bohr-Rutherford Atom.
Rutherfords Nuclear Atom Model :Conclusions :
1.
Atom is mostly _________________________________
2.
Nucleus is extremely ___________________ and has a ___________________ charge
3.
Electrons are in motion outside the nucleus
Flaws -
model does not account for why the electron does not lose energy and eventually spiral into the
nucleus
Complete pg 254 ( 8,9) pg 255 (22,24) watch youtube : Bohr
Complete activity http://www.zerobio.com/drag_gr9/bohr/bohr.htm
James Chadwick ( 1932 )
- proposed there was 3rd subatomic particle the neutron which has no charge and a relative mass of 1.0
Day 14 Niels Bohr ( 1912) ( pg. 242 ) ( Solar System Model )
-
Bohr proposed that electrons are found outside the nucleus moving around the nucleus in circular ______________ also
called _____________or ____________ levels; the further the electron is from the nucleus the ____________ the
energy it has; when energy is absorbed by the atom the e’s jump to higher energy levels but due to stability they
return to the lower levels giving off energy in the form of ___________________
Continuous spectrum - when white light is passed through a prism it separates into all the possible
colours of light ( R O Y G B I V )( red, orange, yellow, green, blue, indigo, violet ) ; memory aid :ROY
Goes Broke In Vegas ( red represents lowest energy and violet the highest )
Line spectrum – consists of certain colours only e,g, Hydrogen (pg 242) in a gas discharge exposed
to high voltage and observed with a spectroscope shows 4 lines only they are _____________,
_____________, ________________ and ___________________
Flaws of Model : works only for a one electron system like Hydrogen
Elements can be identified using gas discharge tubes ( elements in gas state ) or by flame tests ( using salt
solutions ) ; flame tests identify the metallic element present in the compound
Teacher demo : spectral analysis and flame tests ( page 191 )
Compound
Flame test
LiCl
NaCl
SrCl2
BaCl2
CuCl2
KCl
CaCl2
Summary :
- electrons are _____________ charged , equal but oppositely charged as compared to ____________;
they are extremely small with a relative mass of O , they are 1/1840 the mass of a proton .
Day 15 Complete chart : see pg 244
Subatomic particle
Location
relative mass
relative charge
Terms to know :
Atomic number(Z) -
represents the # of ___________________ in the nucleus of the atom ; in a neutral atom the
# of protons = # of _________________________
Mass number(A)-
represents the # of ___________ + the # of ________________
to find the # of neutrons subtract the __________ # from the ___________#
try
23
11Na
P = __________
E = ____________
N = ______________
- # of p = _______# of e = ________ # of n = _________
- Bohr also stated that each energy level can only contain a certain number of electrons with outside energy
level containing no more than 8 electrons ; outer e=s are called valence e’s ; the maximum # of
electrons for each level are as follows for the first 20 elements :
Energy level
-
Maximum # of electrons
1st(K)
2
2nd(L)
8
3rd(M)
8
Complete activity page 259 the Outer e’s
BOHR-RUTHERFORD DIAGRAMS
The number of protons that an atom of an element has can be found in the periodic table by
finding the ATOMIC NUMBER (the smaller number). Therefore, we can also find the number of
electrons.
HOW DO YOU FIND THE NUMBER OF NEUTRONS?????
The number of neutrons can be determined if you know the mass of the nucleus. You simply take
the "Atomic Mass" (the larger number), round the atomic mass to a whole number to get the
Mass Number, and subtract the Atomic Number from it.
# Neutrons = Mass Number - Atomic Number
Example: Hydrogen (H)
atomic number = 1
number of protons = 1, and number of electrons = 1
atomic mass = 1.008 which rounds to 1
number of neutrons = atomic mass – atomic number = 1-1 = 0
To draw Atomic Symbols:
1. Write down the chemical symbol of the element.
2. Up and to the left, write the mass number.
3. Down and to the left, write the atomic number.
To draw Bohr-Rutherford Diagrams:
1. Draw the nucleus as a solid circle.
2. Put the number of protons (atomic number) in the nucleus with the number of neutrons (atomic
mass – atomic number) under it.
3. Place the number of electrons (same as protons) in orbitsaround the nucleus by drawing circles
around the nucleus.
Remember, 1st shell – 2 electrons, 2nd shell – 8 electrons, 3rd shell – 8 electrons, 4th shell – 18
electrons.
Bohr - Rutherford Diagrams
Consider the atom
23
11
Na
.
Complete the diagrams below :
a.
4
2
He
b.
19
9
F
c.
12
6
e.
31
15
P
f.
3
1
i.
37
17
Cl
C
d.
7
3
H
g.
1
1
H
h.
40
20
Li
Ca
Day 16 Complete chart below :
Element
Symbol
Atomic #
Name
# of e’s in
# of e’s in
# of e’s in
# of e’s in
K shell
L shell
M shell
N shell
2
8
8
1
2
2
2
8
8
2
Hydrogen
Li
Oxygen
B
Magnesium
S
Chlorine
Ar
16
Boron
P
14
Atomic Number and Mass Number
ELEMENT
NAME OF
ATOMIC
MASS
ELEMENT
NUMBER
NUMBER
No. of p
H
1
+
+
0
p +n
NUMBER OF
NUMBER OF
ELECTRONS
NEUTRONS
No. of e
No. of n0
3
C
6
N
-
8
7
O
8
Sodium
Mg
24
Aluminum
13
12
27
P
15
Sulfur
Cl
32
16
17
20
39
19
20
Mn
16
20
55
25
Iron
Cu
29
30
Pb
82
125
Complete page 244(3); pg 252 (4); pg 254(10,12 )
35
Worksheet : Atomic Structure
1.
Identify the following :
a.
thought to be an indestructible
____________
b.
part of the atom that is positively charged
____________
c.
subatomic particle that has no charge
____________
d.
electron is
charged
e.
proton is
charged
f.
subatomic particles in the nucleus
g.
the nucleus of an atom is extremely
and ________________
but contains most of the of
______________ the atom
h.
the atom is mostly _______________________________
i.
a proton is about
j.
Bohr believed that electrons were found in
k.
an atom having 10 electrons must have
l.
atoms of the same element that differ in atomic mass are called
same # of
m.
times more massive than an electron
or ____________
Protons
but contain the
and # of ________________________
an atom that has a mass number of 14 and an atomic # of 6 would contain ________ electrons,
protons,
neutrons; it would have
electrons in the first level
electrons in the
second level
2.
Complete chart
Element
Symbol
Hydrogen
Atomic#
1
Mass#
# of p
# of e
2
Carbon
6
8
2
Na
Oxygen
2
23
11
8
8
37
Ne
10
# of n
20
17
Day 18 Periodic Table ( pg 217 )(pg 245)(pg 260)
1.
Known as the Father of the Periodic Table _________________________________
2.
He arranged elements in order of increasing _______________________
3.
Modern table is based on increasing __________________ developed by _________________
4.
The vertical columns are called ___________________; there are ____________ of them.
5.
The horizontal rows are called _______________.; there are ________ of them.
6.
Identify the following elements:
7.
a.
Period 3 group1 __________
b.
Period 2 Group 15
__________
c.
Period 4 Group 13__________
d.
Period 5 Group 3
__________
e.
Metalloid Period 3__________
f.
Non-metallic liquid Period 3 ______
Group 1 elements are called the ________________________; these elements are very __________
and are stored in _________________ ; the elements are _________________
___________________________________________________________. They have _________
valence e(e’s) and tend to _______ ____ electrons in chemical reactions. They form ions ( atoms
that have either lost or gained e’s ) with a _____ _______ charge.
the size of the atoms _____________ ; thus reactivity _________
As you go down the group
8.
Group 2 elements are called the __________________________ ; they are ___________ reactive
than the alkali metals. The elements are ________________________________
They have __________ valence’s and tend to ______ _________ electrons in chemical reactions.
They form ions with a _______ _________ charge. Reactivity ______________ down the group.
9.
Group 17 elements are called the _________________. They have ____________ valence e’s and
tend to ________ ___________ electron(s) in chemical reactions.
The elements are _________________________________________________________
____________ is the most reactive and reactivity _______________ down the group. They form
ions with a ________ _________ charge.
10.
Group 18 elements are called the ____________________. Except for Helium they have __________
valence e’s. They are extremely _______________ since their outer shell is ______________.
Having 8 electrons in the outer shell is referred to as _________________________.
For atoms to become stable they can either lose or gain electrons and form ______________ compounds.
They may also share e’s and form _____________ compounds.
Group
# of valence e=s
gain or lose how many
Common charge on ion
#
1
___________
____________
___________
2
___________
____________
___________
13
___________
____________
___________
14
___________
____________
___________
15
___________
____________
___________
16
___________
____________
___________
17
___________
____________
___________
18
___________
____________
___________
12.
Complete the chart below :
Predict the formula for the following ionic compounds :
Metallic element
Non-metallic element
Na
Cl
K
O
Li
N
Mg
F
Ca
O
Al
F
Al
O
Formula
Molecular compounds consist of 2 or more ____________________ and there is a _________________ of
electrons ; ____________________ bonds
Diatomic molecules e.g. Hydrogen gas ____________; oxygen _____________, chlorine _________________
Triatomic molecules e.g. carbon dioxide ____________; water _______________
Complete pg 267 ( 1,2,7 ); pg 276(1)
Name:______________
The Periodic Table
Why Organize Elements?:
Many people like to organize things into different
groups, patterns or systems. They often do this so
they can find things easier. Think of the items in a
Canadian Tire or grocery store. They are grouped
into different types of shopping items/areas such
as tools area vs. the paint area, or the bakery vs.
the fruit& vegetable section. Scientists have
History:
For many years, scientists tried to organize the
different types of elements into groups. They
listed them alphabetically and by
characteristics like colour. Before scientist
even knew about the sub-atomic particles in
atoms like protons and electrons, a Russian
scientist by the name of _______ _________
organized the periodic table so that elements can
was able to tackle the element organization
be looked up easier and so that you can
problem and produce a periodic table that looks
understand the similarities between the different
much like what we use today. He found that if
properties of the elements.
he organized the elements by ________and by
similarity of properties, then the elements
Looking at how the table is organized:
Rows (horizontal) are called ________. All of the
could be organized into a logical pattern.
elements in a period have the same number of atomic
shells.
Columns (vertical) are called _________. The
elements in a column have the same number of
electrons in their outer shell.
Families
Groups of elements are called _____________. They are
grouped by chemical properties and how the elements react
with the outside world.
Other ways of organizing periodic
table: rows on
Why do we have those
the bottom?
Using pencil crayons, colour in the element families on the
periodic table (look on pg 110 or on your own period table):
Element Family
Element Example
Reactivity
Alkali Metals
Metal or Non-Metal
Properties
Metallic properties
Alkali Earth Metals
Metallic properties
Reactive, but less than Alkali
Metals
Transition Metals
Little reactivity. Decreases as you
move to the middle of the table.
Metalloids
Halogens
Nobel Gases
Both metallic and non-metallic
properties
Fluorine, Chlorine,
Bromine, Iodine
Periodic Table Hunt
1.
Name a period three halogen____________________________
2.
Name a Noble gas that starts with K_____________________
3.
Name the element with 20 protons and 20 electrons_________
4.
Name the period six Alkaine Earth metal________________
5.
Provide the symbol of the group six, period 3 element________
6.
Name the first gas in period three____________________
7.
Name a group six, period four metal__________________
8.
Name an expensive period six metal___________________
9.
The period five metal which is used to make cans___________
10.
The period four metal is used in wires__________________
11.
Name a Noble gas with one electron orbit_______________
12.
Name the element with 47 protons and 47 electrons_________
13.
This period 3 non-metal has 5 electrons in its third orbit________
14.
The only liquid halogen is __________________
15.
The heaviest element in group 2 is___________________
Family
Similar Characteristics
Number of
electrons on
outside shell
Reactivity
(high, medium,
low)
Examples of elements
in this family
Noble Gases
Halogens
Metaloids
Transition
Metals
Alkali
Metals
Using information from pg 110 –113 of the text book, fill in the following information for the chemical
families of the periodic table
Chemicals In Your Life
(Science Power 9: pp. 277-280)
Chemicals In Farming (pp. 277-278)
Plants need ____________________ in order to form _______________________ and ____________________
acids such as DNA. Some plants, such as ___________ and _____________ obtain nitrogen through soil
___________________. A chemical __________________ can increase the nitrogen absorbed by plants. One
commonly used fertilizer is __________________, NH3, which contains lots of nitrogen. In its liquid form, it is injected
below the __________________ of the soil. ________________ fertilizers can also be applied in __________________
form, similar to granules. ____________________ nitrate, _____________ (formula), is a common example of a
_________________ fertilizer. It is an __________________ compound that is very _______________ in water.
Plants must also absorb ______________________, a key element for managing the ______________ they need to
grow and reproduce. Many _______________________ compounds are not very _________________ in water, so
they may be treated chemically to make ___________________-containing compounds that are more soluble.
Another key element, one that enables plants to resist ____________________ and _________________ damage, is
___________________. It is absorbed as ________ by the plant _________________. Potassium is made from
_______________ and Canada is the world's largest producer of ___________________.
Farmers also use a variety of _____________________ which are chemicals that control ________________, plant
__________________, or __________________. A pesticide that controls weeds is called a _____________________
while a pesticide that controls insects is called an _______________________. Some communities want to ban
pesticides since they may be toxic to people and pets in large enough doses.
Certain chemicals can be used on crops to make sure they arrive _________________ at the supermarket.
Green __________________ are exposed to ___________________ to stimulate the __________________
process. Apples can be kept fresh by placing them in a sealed environment with ___________ where the lack of
__________________ slows down their decay.
Chemicals In Your Cabinet (pg. 278)
Chemistry has had a major role to play in the ___________________ cabinet. The active ingredients of
medicines are ____________: chemical substances that have an effect on the ______________. The first drugs
were actually ________________. If you had an ache, you may have chewed on the bark of a
__________________ tree. The compound in the bark that relieved pain was eventually isolated and used to
produce _______________________ acid in 1899. This substance is now known as ______________________.
One of the first synthetic drugs was ___________________ which is a molecular compound that is a
_________________ at room temperature but easily _______________________. It was first used as an
_______________________ in 1846 and had an impact on ___________________ procedures.
Chemicals In Our Food (pg. 280)
Margarine, a substitute for _________________, was first produced by mixing edible ______________,
_____________, and _________________. Most foods have ____________________ added to them. These
chemicals include synthetic _________________, _______________________ agents, and
_______________________. Even cooking food can cause ________________ changes, making the food easier to
digest.
Complete pg. 282 (1,2,8,12,13,22,23,24,25,26 )
Unit Review : pg 288 (1-5,7-12,13,14,15,17,18,19,20,24,29,38,42,44,45,46,47)
: