Unit 3
Chemistry
Create these two diagrams on a new piece
of loose leaf in your binder.
What is it?
What it isn’t:
What is it?
MATTER
Examples
Properties
Examples
CHANGE
Types
How can you tell
it occurred?
As you observe the following
demonstrations, record observations in the
previously constructed diagrams
What is Science?
Science is the systematic study of the
observable world
What makes science different than other areas
of human activity is that science can never be
absolutely proven true, it can only be proved
false by experiment
Question: So what does that mean?
Answer: Science is always changing
Why do we study Science?
Science brought us many of the innovations we
use today
Artificial fibers for clothing and carpet, computers
and iPods, cars, television, YouTube.com, etc.
Science has enabled mankind to treat terrible
diseases, and prevent pain and suffering
Chemistry has enabled us to feed our ever
growing population
Bad Science
When common people don’t know much about science it
becomes arcane (‘magic’!); the few people who do know
about science abuse it.
BAD SCIENCE: Chemical and Biological Weapons,
science to support racism (called eugenics), science
against homosexuality or against women
Your science education should enable you to process
media in the future, and better understand the world and
how to live in it
How do we prevent the misuse of science?
By being educated! As future voters, you affect policy of
government and can change the world for the better by
making good decisions regarding science. You can also
keep your family safer and healthier with some
knowledge of science. Science is power!
Q: What is Matter?
A: any substance that has mass and
occupies space (meaning it has a volume)
Q: What is change?
A: cause a substance to be transformed
into another substance with different
observable properties
Properties of Matter
A Physical Property is a characteristic of a substance that may
help identify it
Colour, Texture, Odour, Lustre, Clarity, Taste are familiar properties
Hardness: measure of the resistance of a substance to being
scratched or dented
Malleability: substance be hammered or bent into other shapes
Ductility: can be pulled or stretched into wires
Melting and Boiling Points
Solubility: The ability of a substance to be dissolved in a solvent
such as water
Viscosity: measure of how easily a liquid substance flows
Density: amount of matter in a given unit of volume
Describe the following items using
each of the physical properties:



A penny
Vinegar
Chalk
A Chemical Property describes the
behaviour of a substance as it becomes a
new substance
Combustibility: ability of a substance to
react with oxygen and release a great deal
of energy when exposed to ignition
Reaction with Acid: during contact, the
substance reacts with acid creating heat
and gas
Questions
1. What property is described in the
following statements:
a)
b)
c)
Copper metal can be bent into many shapes
A steel blade can scratch glass
A nickel coin is shiny
2. Create a chart that splits all the physical
properties into two groups:
a)
b)
Observed using Senses
Observed by doing tests
Change
A Physical Change occurs when the substance
is unchanged at the molecular level, but
changes state or form

Ex. water freezes
A Chemical Change occurs when the original
substance is transformed into one or more
different substances that have different
properties

Ex. liquid gasoline is burned and produces carbon
dioxide and water
How can you tell them apart?
1.
2.
3.
4.
5.
There are some key indicators of chemical
change; one or more of these indicators
means the reaction was chemical
A new colour appears
Heat or light is given off
Bubbles of gas are produced
A solid material called a precipitate is formed
The change is difficult to reverse
Questions
1. Classify the following as Physical or
Chemical changes
a)
b)
c)
d)
e)
Garbage rotting
Cutting carrots
Silver spoon turns black
Boiling an egg
Boiling water
Elements & Compounds
Particle Theory: Arose about 2000 years
ago in Greece, a philosopher named
Democritus suggested that all matter is
made of tiny particles to small to be seen
He suggested that there was a limit to how
small an object could be divided
The term atom was coined, which means
“indivisible”
1.
2.
3.
4.
Particle theory includes the following
postulates (similar to word ‘assumptions’)
All matter is made of tiny particles.
All particles of one substance are identical;
different substances are made of different
particles.
The particles are always moving. The more
energy they have, the faster they move.
There are attractive forces between the
particles; these forces are stronger when the
particles are closer together
An element is a pure substance that cannot be
broken down any further; similar to an alphabet,
the different types of elements can be found on
the periodic table
A compound is a pure substance composed of
two or more elements bonded together in a fixed
ratio
Do not get the following words confused:


Atom (single particle) is related to the word Molecule
(2 or more particles bonded together)
Element (specific type of atom) is related to the word
Compound (combination of specific types of atoms)
A pure substance is a substance that consists
of a single type of particle
A mixture contains two or more types of
particles
There are two general types of mixtures:
1. Solution: Appears to be one pure substance


i.e. sugar and water
a.k.a homogeneous mixture
2. Heterogeneous Mixture: There are visible
parts to mixture

i.e. sand and water
Atoms join together in combinations by forming
bonds, creating a molecule
Using our periodic table, we can create a series
of rules for how molecules bond
Need periodic table
We use chemical symbols to represent each
atom; the periodic table is the tool necessary to
put a name to each symbol
Q: How is the periodic table organized?
A: It is organized according to Atomic Number
Identify the symbols of the following elements in your
notebook:
1. Carbon
2. Oxygen
3. Chlorine
4. Tungsten
5. Palladium
6. Nickel
7. Copper
8. Iron
9. Silver
10. Hydrogen
Types of Elements
The ‘staircase’ is a region on the periodic table that
serves as a border, separating the metals on the periodic
table from the non-metals

Some elements touching the staircase are called metalloids or
semi-metals, because they seem to be a combination of both
Create a sketch of the periodic table in your notebook,
locate the staircase
All elements to the left of the staircase are metals, all
elements to the right of the staircase are non-metals
Semi-metals include: Boron, Silicon, Germanium,
Arsenic, Antimony, Tellurium, Polonium
1.
2.
3.
4.
5.
6.
7.
8.
Indicate whether each of the following
elements are metals or non-metals
Potassium
Calcium
Aluminum
Sulfur
Krypton
Uranium
Barium
Iodine
Bonding
Draw a labeled diagram of an atom in your
notebook including the following:

Nucleus, electron, proton, neutron
Q: Which part of the atom is most likely
to make contact with another atom and
form a bond?
A: the outermost electrons
1.
2.
3.
4.
5.
6.
7.
8.
The outermost electrons are called valence electrons
For Group A Elements, the Group number indicates
the number of valence electrons; indicate the number
of valence electrons next to each element:
Li
Be
B
C
N
O
F
Ne
Bohr-Rutherford Diagrams
1.
2.
3.
4.
5.
Electrons occupy distinct energy levels called Quanta
A Bohr-Rutherford Diagram shows an arrangement of electrons in
different orbits around a nucleus; it follows these rules:
The nucleus is a circle in the center of the diagram; inside the
circle is the number of protons (p+) and neutrons (no)
The first ring around the nucleus represent the first energy level; it
can hold a maximum of 2 electrons
The second ring is drawn after the first ring is filled; it can hold a
maximum of 8 electrons
The third ring is drawn after the 1st and 2nd rings are filled; it can
hold a maximum of 8 electrons
The fourth ring is drawn after the first 3 are filled; it can hold a
maximum of 18 electrons
After drawing the nucleus, indicate in a
space off to the side of your diagram the
number of electrons in the atom (same as
atomic #)
Begin filling the first ring by drawing dots
on the ring; after 2 electrons, draw the
next ring and fill, and so on.
Example
Carbon: Atomic# = 6
Atomic Mass = ~12 (round to whole number)
p+=6 ; e-=6
no=6  Atomic Mass – Atomic# = # of neutrons
p+=6
no=6
Q: How many outermost electrons are
in this diagram?
A: 4
When you draw your Bohr-Rutherford
Diagrams, be sure to check your answer
by comparing the number of valence
electrons in your diagram to the number
that should exist according to their group
number
Assignment
Draw the Bohr-Rutherford Diagram of the
first 10 elements in the periodic table in
your notebook.
Atoms in their natural state have
incomplete outer shells
Atoms will form bonds by exchanging
electrons in order to have a complete
outer shell.
Atoms will either want to gain electrons to
complete their outermost shell, or lose
electrons to abandon their outermost shell
for their most complete interior one
Assignment
Look back at the previous 10 Bohr Diagrams, and state
how many electrons the atom would have to either gain
or lose to have a complete outermost shell.
Circle the one you believe is easier to achieve
Q: Which group of elements doesn’t gain or lose
electrons? Why do you suppose these are called the
“Noble Gases”
A: Group 8A; these elements are already complete and will not
exchange electrons, meaning they will not form bonds
Q: Carbon and other group 4A elements tend to not
form ions, why do you suppose that is?
A: it has to either gain or lose 4 electrons, very difficult to achieve in
either direction
Fill in the following chart for the first 10
elements:
Element
H
He
…
Electrons
gained/lost
(+/-)
Charge of
ion
Bonding
Capacity
Hints:


Electrons are negatively charged, so if an
atom gained 3 electrons it has a charge of -3;
conversely if an atom lose 2 electrons it has a
charge of +2
Each electron exchanged represents a bond
Bonding Lab
Do not keep the pink sheets; please return them at the
bell; complete all work on a new piece of paper.
This lab will use model kits






two students to a kit
Must complete on lab benches (flat surface)
Do not leave near the edge
When complete, please return all parts to the box so they don’t
walk away
If you drop a piece, secure the remaining pieces in the box and
quickly collect the dropped piece
If you are missing any pieces, please as for assistance
Name, Partner, Date, Title, Kit #
Record your findings for each lettered step
of the procedure
Answer all questions
Names and Formulas for
Compounds
1.
2.
3.
4.
5.
How Elements Combine:
Metals combine with nonmetals in many
compounds
Write the name of the metal first, and the nonmetal second
Change the ending of the nonmetal to “-ide”
Each type of atom has its own unique bonding
capacity
Atoms combine so that each can fill its
combining capacity
Writing Names
Using each of elements listed below,
write the name of the compound they
would form according to these rules:
1. Aluminum and Oxygen Answers:
1. Aluminum Oxide
2. Lithium and Hydrogen
2. Lithium Hydride
3. Calcium and Sulfur
3. Calcium Sulfide
Combining capacity is the number of
connections an atom must make to form a
compound
Elements combine in order to become more
stable, the result of bonding is that all valence
shell electrons are filled and complete
Some metals have more than one combining
capacity (B Group Transition Metals); these will
be discussed later
The relationships between group number
and bonding capacity is:
Group 1A
1 bond
Group 5A
3 bonds
Group 2A
2 bonds
Group 6A
2 bonds
Group 3A
3 bonds
Group 7A
1 bond
Group 4A
4 bonds
Group 8A
0 bond
Imagine that each combining capacity
corresponds to a ‘hook’, and each atom
represent a ‘ball’; we call this a hook-and-ball
diagram
Q: Sodium and Chlorine combine to form the
compound Sodium Chloride; Draw a hookand-ball diagram and write the formula.
Formula: NaCl
Na
Cl
•Calcium has a combining capacity
of 2, which corresponds to 2 hooks
Br
Ca
Br
•Bromine has a combining capacity
of 1, which corresponds to 1 hook
•Because Calcium needs to form
two bonds, but a single Bromine
can form only one bond, a second
Bromine is required
•The Formula for Calcium Bromide
is CaBr2
Assignment
1.
2.
3.
4.
5.
Create ball-and-hook diagrams for the
following combination of elements; write
the name of the compound and the
formula:
Lithium and Iodine
Beryllium and Oxygen
Calcium and Chlorine
Aluminum and Oxygen
Aluminum and Nitrogen
Rules for Writing Formula
When writing a formula, we write the
symbol for the metal first, then the symbol
for the non-metal second

i.e. Aluminum Oxide = AlO
The number of atoms of each are
indicated with a small number in subscript

i.e. Al2O3
General Formula:
X# of XY# of Y
Transition Metals
Often, transition metals will have more than one
combining capacity
We use Roman Numerals to identify the
combining capacity of a transition metal
Some common Roman Numerals are:






I=1
II = 2
III = 3
IV = 4
V=5
VI = 6
Copper has combining capacity of 1 or 2,
meaning that copper can form two types
of compounds with oxygen:
1.
2.
Copper (I) oxide
Copper (II) oxide
– Draw a ball-and-hook diagram for each
of these compounds, and write out the
formula for each
Assignment
Create ball-and-hook diagrams for the
following combinations of elements; write
the formula of the compound
1. Iron (III) Chloride
2. Lead (IV) Oxide
3. Tin (II) Bromide
Key Concepts in Chemistry
Nature of Science
Properties of Matter
Nature of Change
Particle Theory of Matter
Periodic Table of Elements
Bohr Rutherford Diagrams
Writing Structural Formulas, Formulae and
Names
Review Assignment
1.
2.
3.
4.
Create a Quiz and Answer Key that meets the
following criteria:
A True/False Section (5 questions)
A Multiple Choice Section (4 Questions)
A Short Answer Section (4 Questions)
A Diagram Section


Bohr Rutherford (3)
Ball-and-Hook, including name and formula (4)
Include a transition metal
5. A Structural Diagram Section (3 questions)
Evaluation
Due Date:

Tuesday, May 5th
Quiz

23 marks  full marks if you meet the criteria and questions are
at an appropriate level
Answer Key

10 marks  Each question has a correct answer recorded on a
separate sheet of paper
Bonus

10 marks Trade quizzes with a partner and complete. Correct
your partners quiz and return it to them. If you have a corrected
quiz from another student you will receive bonus credit (to a
maximum of 33/33) ; repeat as necessary, time permitting
Chemistry Unit Exam
Date: Friday, May 8th
Open-book
Covers material from our element study through to last
slide
Key Areas:






Terminology: Atomic Number, Atomic Mass, etc.
Calculation: # of Neutrons
B.R. Diagrams
Ball-and-hook Diagrams
Naming Compounds; Writing Formula
Trends in the Periodic Table
Format: Same as Quiz
Video Assignment:
Forensic Detectives – Chemistry at Work
1.
2.
3.
Copy out the following questions on a new piece of
paper. A short work period will be given to complete
these questions following the video.
Due Date: End of Next Class
What are the three most interesting things you learned
during this video?
What are two ways chemistry was used to solve
‘mysteries’?
Explain in 1 paragraph to next years grade 9’s the
importance of chemistry in society. Use examples
from this video and elsewhere from your experience.