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Chapter 1 Workbook
What is
wrong with
this picture?
There are
many unsafe
situations in
the science lab
shown below.
In the first
column of the
chart, identify
7 unsafe
situations. In
the 2nd column
describe an
injury that might occur as a result of each situation.
Unsafe Situation
1. Open-toe (flip-flops!) shoes
2. Chemicals spilled and sitting on the floor
3. Boy trying to spray fire extinguisher at girl (horse-play)
4. No safety glasses on students (there is actually a pair of
safety glasses on the floor
5. Girl pouring something into the sink – WHILE
LISTENING TO MUSIC WITH iPod. (not paying attention
6. Girl on cell phone (not paying attention)
7. Boys throwing jar across lab (horseplay!)
8. Girl’s hair is not tied back
9. Bunsen burner is on and not attended.
10. Chemicals spilled on desk and dripping onto floor and
fallen books.
11. Electrical appliance-plug about to go into sink full of
water
12. Sink is full of unknown substance and is unattended
13. Backpack on stool – books and papers have fallen onto
the floor
14. Girl is drinking in the lab; another is having a snack of
something….
Possible injury
Injury to toes and feet from chemical spills or dropped
objects.
People could step in the chemicals (corrosive or harmful?)
and slip (possible physical injury)
Spray it into her eyes or mouth? Cause her react/run away
– possible added physical injury
Chemical getting into eyes
Slipping/tripping on the glasses
Not able to hear if a warning is being given. Much more
easily startled by horseplay or accidents.
Not able to hear if a warning is being given. Much more
easily startled by horseplay or accidents.
Hitting someone, missing the jar and breaking it, releasing
the contents.
Hair burned by Bunsen burner, or dipping into some
corrosive chemicals.
Burns to people or equipment, furniture
Slipping hazard, + possible damage to table, floor if the
chemical reacts with the surfaces.
Damage to electrical appliance.
Cutting hazard if you have to let the substance down the
drain. Damage to pipes, water system if liquid in since is
toxic or corrosive.
Slipping/tripping hazard. Damage to lab instructions?
Ingesting chemicals that are poisonous, toxic or corrosive?!
Safety do's and don'ts: Each of the following situations could happen in the science classroom. Describe
the unsafe practices and explain what should be done.
1. You mix two chemicals and noticed that a bright yellow gas is produced. You were told to make some
observations, so you hold the beaker up close to your face so you can see the gas and smell the fumes.
2
Unsafe practice:
Correct thing to do:
smelling unknown fumes directly close to your face
WAFT the fumes if you MUST test them, far from your face.
2. Your partner’s shirt catches on fire while using the Bunsen burner. You tell your partner to stay still while you
run to get a cup of water from the sink put out the fire.
Unsafe practice:
Correct thing to do:
douse the flames.
running in the lab, leaving a burning human unattended
get the partner to drop and roll – use a safety blanket or other piece of cloth to
3. After finishing a lab, you have some chemicals left over. You do not want to waste them, so you carefully pour
them back into the container you got them from.
Unsafe practice:
pouring chemicals back into the original container, contaminating the source
container.
Correct thing to do:
obtain a separate container to store the left over chemicals, and label the
container warning users of possible contamination.
4. You accidentally spilled some water on the classroom floor. You leave it because it is only water and will quickly
evaporate.
Unsafe practice:
Correct thing to do:
leaving any liquid or spilled substance on the floor for people to step on
clean it up! Someone might slip and fall on their head!
5. You were talking with your partner and did not hear the teacher's instructions on how to do the lab. You figured
it would be okay if you and your partner copy what everybody else is doing.
Unsafe practice:
Not listening to instructions – very UNSAFE practice!
Correct thing to do:
make sure you get the proper instructions directly so that you do not make a
mistake by just following others
6. You need to use some copper (II) sulphate, which is a blue liquid. You go to the shelf and find a flask with blue
liquid in it and use that. There is no label on the flask, but it is the only one with a blue liquid.
Unsafe practice:
Correct thing to do:
Using an unlabeled substance in a lab (or anywhere)
Find a container that is properly labeled, or you can’t continue.
What is WHMIS?
Use with textbook pages 12 to 15.
In the second column, write the name of each WHMIS symbol. Then choose the correct meaning of
the symbol from the list below. Write the meaning in the third column.
- Likely to cause illness or death if ingested or spilled on skin - Will readily burst into flames
- May readily react with other substances to produce harmful effects
- Will corrode substances with which it comes in contact, including human flesh
WHMIS
Name of the Symbol
Corrosive material
What the symbol means
Will corrode substances with which it comes
in contact, including human flesh
Dangerously reactive
material
May readily react with other substances to
produce harmful effects
1.
2.
3
Flammable and combustible
material
Will readily burst into flames
Poisonous and infectious
material causing immediate
and serious toxic effects
- Likely to cause illness or death if ingested or
spilled on skin
3.
4.
Use a textbook pages 8 to 15.
Safety in the science
classroom
Match each descriptor on the left with the
corresponding W HM I S symbol on the right.
Each WHMIS symbol maybe used only once.
1. __B____ compressed
gas
a.
2. ___C___ corrosive
material
b.
3. ___F___ oxidizing
material
c.
4. ___D___ dangerously
reactive material
d.
5. ___A___
biohazardous infectious
material
e.
6. __E____ flammable
and combustive material
f.
7. ___G___ poisonous
material causing other
toxic effects
g.
h.
8. Which of the following is an unsafe practice in
the science lab?
A. Using clean glassware for a lab
B. Using a broken beaker during a lab
C. Using chemicals from a container that is clearly
labeled
D. Holding a test tube away from your face when
pouring chemicals
9. A student splashed some chemicals into his
eyes. Which of the following describes the proper
procedure that he should take next?
A. Rub his eyes
B. Stop, drop, and roll
C. Dry his eyes with a paper towel
D. Wash his eyes immediately with water for 15
minutes
10. Which of the following describes the proper
way to smell a substance?
A. Directly breathe in the fumes for at least two
minutes.
B. Stick your nose in the container and inhale the
fumes.
C. Hold the container at arms length and waft
the fumes towards you.
D. Hold the container directly under your nose and
breathe in the fumes.
11. Which of the following should you do when
you're working with an open flame?
I. Tie long hair back
II. Roll up long sleeves
III. leave the flame unattended
A. I and II only
B. I and III only
C. II and III only
D. I and II and III
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What is the matter?
Use with textbook pages 16 to 27.
Show what you know about states of matter.
1. Complete the following table by describing the three states of matter. The table has been partially
completed to help guide you.
State of matter
Solid
Liquid
Gas
Shape
Fixed shape
Volume
Fixed
Takes the shape of the
container
Fixed volume
Spaces between particles
Very small
Takes the shape of the
container
Takes as much space as
providied
Particles are far apart (lots
of space between particles)
Movement of particles
Particles can only vibrate
Spaces are just big
enough for particles to
move past one another
Particles can move past
one another
Particles are free to move
where ever they can
2. Which row of the table below correctly describes a solid, liquid, and a gas?
Solid
Liquid
Gas
a.
Has definite shape and
volume
Has definite volume and take
the shape of the container
Shape and volume are
determined by its surroundings
b.
Shape and volume are
determined by its surroundings
Has definite volume and take the
shape of the container
Has definite shape and volume
c.
Shape and volume are
determined by its surroundings
Has definite shape and volume
Has definite volume and takes the
shape of the container
d.
Has definite shape and volume
Has definite shape and volume
Has definite volume and takes the
shape of the container
Matter all around us
Use the textbook pages 16 to 27.
Use the terms in the vocabulary box to fill in the blanks. Use each term only once. You will not need
to use every term.
Boiling point
Change of state
conductivity
Density
Elements
Gas
Heat
Kinetic
Liquid
Mass
Matter
Melting point
Movement
Particles
Properties
Solid
States
Volume
1.
Matter
is anything that has mass and volume. According to the kinetic molecular theory,
all matter is made up of very small
particles
that are constantly moving.
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2.
Mass
that an object occupies is it's
Density
.
3. There are three
heat
is the amount of matter in an object. The amount of space
volume
. The ratio of the material’s mass to its volume is its
states of matter: solid, liquid and gas. Each of these can change when
is added or removed.
4. The temperature at which ice turns to water is the
melting point. The temperature at which
water turns to water vapor is called the
boiling point
.
5.
6.
conductivity
describes how easily electricity or heat can move through a material.
kinetic
7. Particles of a
place. Particles of
Particles of a
solid
liquid
solid
energy is the energy of movement.
are packed so tightly together they can only vibrate in
are farther apart and slide pass each other.
are very far apart and move around freely and quickly.
8. The Kinetic molecular theory describes what happens to the particles of matter during a change of
state.
9. Oxygen and gold are examples of
simpler substances.
elements, which cannot be broken down or separated into
Changes of state and gold
use the textbook pages 19 to 20.
Use the graph to help you answer the questions that follow.
1. What do points I, II, III, and IV on the graph shown above represent?
Changes of state
2. What is removed from gaseous gold to cause it to change to a liquid?
Heat is removed
3. What change of state occurs at point I on the graph?
condensation
4. What change of state occurs at point II on the graph?
Solidification (freezing)
5. What is added to solid gold to cause it to change to a liquid?
Heat is added
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6. What happens to the temperature as solid gold turns to a liquid? Temperature stays the same
during changes of state.
7. Describe the change in kinetic energy as the temperature increases.
The kinetic energy of the
particles increases as the temperature increase, causing them to vibrate faster and faster
8. Describe the change in the arrangements of the gold particles as heat energy is added.
When
solid gold is heated, the particles begin to vibrate faster and faster and they expand until there is
just enough space between them for the particles to move past one another. (melting). When
liquid gold heats, the vibrations will get so fast that the particles will be able to break free from
their mutual forces of attraction and they escape into the air (vapourization)
Investigating matter
Use textbook pages 16 to 27
Match each term on the left with the best descriptor on
the right. Each descriptor may be used only once
1. ___D___ volume
a. amount of mass in a certain
volume of a substance
2. ___A___ density
b. amount of matter in a
substance or an object
3. ___F___ state
c. cannot be broken down into
simpler substances
4. ___E___ conductivity d. amount of space that a
substance or object takes up
5. ___C___ element
e. measure of how easily
electricity or heat can pass
through
f. can be solid, liquid or gas
6. Which of the following describes mass?
A. State of matter
C. Amount of matter in an object
B. Anything with mass and volume
D. Amount of space occupies
7. Which of the following are the main points of the kinetic molecular theory?
I. Particles are constantly moving.
II. All matter is made of a very small particles.
III. There are empty spaces between particles in a substance.
a. I and II only
B. I and III only
C. II and III only
D. I, II, and III
8. Which of the following describes what happens when heat is added to a substance?
a. Particles lose kinetic energy and vibrate faster c. particles gain kinetic energy and vibrate slower
b. particles gain energy and vibrate faster.
d. Particles lose kinetic energy and vibrate slower
9. Which of the following changes of state require the removal of heat?
I. Melting
II. Boiling
A. I only
B. II only
C. Both I and II
D. Neither I nor II
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10. Which of the following is the temperature at which a solid changes into a liquid?
A. Boiling point
B. Melting point
C. Both A and B
D. Neither a nor B
11. Which of the following is the temperature at which a liquid changes into a gas?
B. Melting point
C. Both A and B
A. boiling point
D. Neither A nor B
Atomic structure
Use the text of Pages 28 to 33.
1. Use the vocabulary terms that follow to label the parts of an atom. Place the correct term on the line next
to each part of the atom. You will not need to use all the terms.
Atom proton
nucleus
neutron
electron
shell
a.
b.
c.
d.
e.
electrons
shells
protons
neutrons
nucleus
2. Complete the following table describing the three subatomic particles.
Proton
Neutron
Electron
Electric charge
Positive (+)
Neutral
Negative (-)
Location in Atom
In the nucleus
In the nucleus
In shells around (outside)
the nucleus
The Atom
Vocabulary
Bohr
Use with textbook pages 28 to
Dalton
Electrons
Energy
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Mass
Negative
Neutral
Neutrons
Positive
Protons
Shells
Sub atomic particles
Rutherford
Thompson
Use the terms in the vocabulary box to fill in the blanks. You can use each term more than once. You
will not need to use every term.
1.
Dalton
suggested that matter is made up of atoms.
2.
Thompson
proposed that atoms contain negatively charged particles later called electrons
3.
Rutherford discovered the nucleus and its subatomic particles. He suggested that the
nucleus was made up of positively charged particles called
protons
and particles with no charge
called
neutrons
.
4.
Bohr
proposed that electrons are located in
shells
around the nucleus.
5. Electrons have different amounts of
levels.
energy
and can jump back and forth between the energy
6. All atoms are made up of three
subatomic particles: protons, electrons, and neutrons.
7. Protons have a
and neutron
positive
charge, electrons have a
have no electric charge.
8.
and
protons
neutrons
negative
cluster together to form the nucleus of an atom.
Contributions to atomic theory
Scientists:
Bohr
charge,
Dalton
Use textbook pages 28 to 33.
Rutherford
Thomson
Match each scientist to the statements describing his contribution to the atomic theory. Identify who
was the first to propose these ideas. Each scientist may be used more than once.
Statement
Scientist who first proposed
the idea:
Dalton
1. Atoms cannot be created, destroyed, or divided into smaller
particles.
2. Electrons occupy specific energy levels or shells.
Bohr
3. Most of the mass of the atom is in the tiny, dense, positively
Rutherford
charged nucleus.
4. Most of the atom is empty space.
Rutherford
5. All matter is made up of small particles called atoms.
Dalton
6. All atoms of the same element are identical.
Dalton
7. Atoms contained negatively charged particles.
Thomson
8. The nucleus contains positively charged particles called protons
Rutherford
and particles with no electric charge called neutrons.
9. Different elements combine together to form compounds.
Dalton
10. Electrons move around a central nucleus.
Rutherford
Atomic theory
Use with textbook pages 28 to 33.
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Match each descriptor on the left with the corresponding scientist on the right each scientist
maybe used more than once.
Descriptor
Scientist
1. __C____ discovered the nucleus
a. Bohr
2. __B____ suggested that all matter is made of atoms
b. Dalton
3. __D____ proposed the “raisin bun” model of the
atom
c. Rutherford
4. ___A___ observed streams of negatively charged
particles in gas discharge tubes
5. __A____ proposed that electrons exist in energy
levels
d. Thomson
Circle the letter of the best answer.
6. Which of the following was not part of Dalton's atomic theory?
A. All matter is made of small particles called atoms.
B. atoms can be created or destroyed.
C. Atoms of the same element are identical.
D. Atoms of one element are different from the atoms of other elements.
7. Which of the following was not part of Rutherford’s atomic theory?
A. Most of the mass of the atom is concentrated in electrons.
B. Most of the atom is empty space.
C. The nucleus is the tiny, dense, central core of the atom.
D. The nucleus contains protons and neutrons.
Use the diagram on the right of an atom to answer questions
8 and 9.
8. Which of the following is the structure labeled II in the
diagram?
A. Atom.
B. Proton.
C. Neutron.
D. Electron.
9. Which of the following exists in energy levels?
A. I only.
B. II only.
C. III only.
D. II and III only
10. What is the electrical charge of the nucleus of an atom?
A. Neutral charge B. Positive charge
C. Negative charge
D. It depends on the element
11. The nucleus of the atom contains which of the following subatomic particles?
A. Electron
B. Proton and neutron.
C. Proton and electron
D. Proton, electron, and neutron