Science 9

Matter and Chemical

Change

Student Name: _________________________

Class: ____________
Concept Reference Chart
General Concept I CAN: Self
Assessment
 Concept 1: ❏ identify and describe common
WHMIS and Lab household chemicals and write the
Safety chemical symbol.

Concept 2: ❏ describe materials based on chemical

Classifying and physical properties
matter and ❏ distinguish between pure
changes substances, solutions and mechanical
mixtures
❏ observe and describe evidence of
chemical change in reactions
❏ evaluate if a new substance has
been produced

Concept 3: A ❏ show understanding of the origin and

closer look at patterns of properties of elements on
atoms the periodic table
❏ use the periodic table to identify number
of protons, electrons and other
information about an atom

Concept 4: ❏ distinguish between metals and

Compounds nonmetals ❏ distinguish between ionic and
molecular compounds
❏ identify number of atoms per molecule found
in some compounds and common materials
❏ read and interpret chemical formulas for
compounds of two elements, and give
the
IUPAC name and common name of these
compounds
❏ use information on ion charges to predict
combining rations in ionic compounds of
two elements
❏ create simple models of molecular and
ionic compounds

Concept 5: ❏ observe and describe evidence of

Chemical Reactions chemical change in reactions
❏ describe and identify combustion, corrosion
and other reactions involving oxygen
❏ define and identify exothermic and
endothermic reactions
❏ describe familiar chemical reactions,
and represent these reactions by using
word
equations and chemical formulas

Concept Checks / Extra Page

Concept 1: WHMIS and SAFETY

WHMIS stands for Workplace Hazardous Materials Information System WHMIS is a universal
system that helps identify the hazards of products like chemical and infectious agents.

WHMIS groups products with similar properties or hazards into classes. WHMIS classifications are
made by the manufacturer or supplier for products to be used in Canada.

Ten symbols are used by WHMIS. With a quick glance, you can see, for example, that the product is
flammable, or if it might be a health hazard.

Most symbols have a distinctive border which includes one of three shapes and three colours which
tells the user the level of hazard when using the product. Inside this border is a symbol that represents
the potential hazard (e.g., fire, health hazard, corrosive, etc.)

Caution Warning Danger

Shape
(number of
sides)

Colour
 Chemicals have chemical and common names.

Common Name Chemical Formula Chemical Name

Vinegar

Ammonia
 Vitamin C

Methane

Salt

Water

Drain Cleaner

Sugar

Concept 2: Classifying Matter and Changes

Reminder from last year:

Practice Sorting Substances
Pure Substances
Elements: Compounds:
 Mixtures
Homogeneous (solutions): Heterogeneous (mechanical mixture):

Properties

You use the properties of a substance to record observations about the substance. There are
4 types of properties you can record.
 Physical Properties
Chemical Properties

Can be observed or measured without

Can only be measured by altering the
changing the chemical nature of the
material itself
substance.

Ex.
Ex.

Qualitative Properties
Quantitative Properties

Based off appearances

Measured by numbers

Ex.
Ex.

Changes
 Chemical Changes
❏ One or more NEW substances are formed
❏ Hard or impossible to reverse
❏ If a chemical change has occurred it is likely that you will see 2 or more of
these indicators:
❏ ________________________________________________________

❏ ________________________________________________________

❏ ________________________________________________________

❏ ________________________________________________________

❏ ________________________________________________________

The biggest question you ask yourself when deciding if a chemical change occurred

is: Common Examples:

Physical Changes

❏ Do not result in a change of the actual substance, it only changes how it

physically appears.

❏ Can often be reversed

Common examples:

Ice Cream in a Jar Lab

Background: The same reason salt is used on icy roads and sidewalks in winter explains why
salt is mixed with ice to make ice cream. Salt causes the ice to melt. When salt and ice mix,
the freezing point of the ice is lowered and the freezing point reached depends on the
amount of salt used. The more salt is added, the lower the temperature can get before the
saltwater solution freezes.

Materials:
- ½ cup half and half cream - small glass jar - 4 cups of ice
- 1 tbsp sugar - larger coffee tin or ziplock bag
- ½ tsp vanilla - 6 tbsp salt

Procedure:
1. Put 2 x the cream, sugar and vanilla into the small glass jar. Seal it well. (this will be for 2
people)

2. Put the jar into the coffee tin. Add the ice so it surrounds the small jar. (you can put 2 or
3 jars into the bigger coffee tins)

3. Sprinkle the salt over the ice.

4. Seal the coffee tin and roll it and shake it around for 15 minutes! Wear oven mits, the
container is going to get cold! Keep going until the cream has thickened. Enjoy!

Observations:
Starting Properties of Observation at time 0 Observation after 15 minutes
Materials

Did you witness a chemical or physical change? How do you know?

Concept 3: A Closer Look at Atoms
The History of the Atomic Model - What does the atom look like?
Name Description Picture
Elements
Chemical elements are basic substances that are all made out of 1 type of atom. The atom
of each element looks different!

● Each element’s atom has a different number of protons, neutrons and elections. ● The
amount of neutrons, protons and electrons an atom has changes its physical and
chemical properties.

A man named Dmitri Mendeleev realized this and started ordering the elements into a
table…..

THE
PERIODIC TABLE OF ELEMENTS!
Reading the Table
Groups Vertical lines, these organize elements into “families”. Elements in the
same family have similar properties. Elements in the same group have
the same number of valence electrons

Periods Horizontal Lines, elements in the same period have the same number
of electron shells. Elements in the same period have the same
number of occupied electron shells.

Stair Case The staircase splits the table into metals (on the left) and nonmetals (on
the right)
 Reactivity When looking at a family of elements, the farther down on the table
they are, the more reactive they are.

Each element has its own square. Remember that elements are different because they have
different numbers of protons, neutrons and electrons. We can determine the number of
protons, neutrons and electrons by looking at the atomic number and the atomic mass.

Try filling in the chart below:

Element Atomic Atomic Mass # of protons # of neutrons # of
Information Number electrons

Hydrogen 1 1

Beryllium 4 9

Cobalt 27 59

Calcium 20 40

Argon 18 40

This is the table that you will be given on exams and the PAT
Extra practice:

Drawing Atoms
For grade 9 we use the Bohr atomic model (even though it is not really accurate)
for simplicity since you are just learning about atoms and elements.
 ★ Electrons (negatives) want to be close to the nucleus (positive). So when determining
where electrons go, fill the first orbital and then the second and then the third. ★ The
period (row) that the element is in on the periodic table tells you how many orbitals
(electron shells) have electrons in them.

★ Valence electrons means the electrons that are on the outermost shell that has
electrons in it.

★ The group number tells you how many valence electrons there are for that element.
Bohr Diagrams for the first 18 elements
Element Number of Period Number Group number Drawing
p, n and e
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 p=

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Look at the diagram above and the periodic table to fill in this chart:
Family Name Group Properties

Alkali Metals 1

Alkaline 2
Earth
Metals

Halogens 17

Noble Gases 18
Determining Charges

Remember that the group number tells us how many electrons are in the outside electron
shell. We call this the valence electrons.

Group 1 → 1 valence e
Group 2 → 2 valence e
Group 13 → 3 valence e
Group 14 → 4 valence e
Group 15 → 5 valence e
Group 16 → 6 valence e
Group 17 → 7 valence e
Group 18 → 8 valence e- or a full outer shell

Every atom has a dream….

To achieve this dream, an atom will either

LOSE electrons from its outer shell
or
GAIN electrons into its outer shell.
Recall: All neutral elements have the same number of electrons and protons. If
you have the same number of positives and negatives, the atom has a neutral
(no) charge.

When atoms start to lose or gain electrons to make their valence shell full, this is
when you get a CHARGE on an atom. These are called IONS.
Example 1:

Let’s look at an oxygen atom (Atomic number 8, Atomic mass 16)

How many protons, neutrons and electrons would this atom have?

Draw this atom:

What are the 2 ways that oxygen can get a full valence shell?

Will oxygen gain or lose electrons?

What does the charge become?
Example 2: Determine the charge for Lithium (atomic number 3, atomic mass

7) How many protons, neutrons and electrons would this atom have?

Draw this atom:

What are the 2 ways that Li can get a full valence shell?

Will Li gain or lose electrons?

What does the charge become?

Example 3: Determine the charge for He (atomic number 2, atomic mass

4) How many protons, neutrons and electrons would this atom have?
Draw this atom:

What are the 2 ways that He can get a full valence shell?

Will He gain or lose electrons?

What does the charge become?

Example 4: Determine the charge for Chlorine (atomic number 17, atomic mass

35) How many protons, neutrons and electrons would this atom have?

Draw this atom:

What are the 2 ways that Chlorine can get a full valence shell?

Will Chlorine gain or lose electrons?

What does the charge become?

Concept 4: Compounds
Recall: The table is made up of metals, nonmetals and metalloids.

Metal vs. Nonmetal Properties Lab

Station 1: Conductivity
Material Did it conduct? Metal or nonmetal?
Station 2: Malleable or Brittle
Material Observation Metal or nonmetal?

Station 3: Heat Conductor

Material Observation Metal or nonmetal

Starting temp: _________

Ending temp: __________

 Starting temp: _________

Ending temp: __________

Station 4: Appearance
Material Shiny or Dull? Metal or nonmetal?

Station 5: Density
Material Observation Metal or nonmetal?
Molecular and Ionic Properties Lab
Introduction: The way atoms combine make compounds with different properties. There are
two main types of molecules: ionic (made up of non-metals and metals) and molecular
(made up of only non-metals).

In your table group you will be exploring the properties of 6 solids to find out the properties
of ionic and molecular compounds. The properties are: melting point, conductivity,
solubility, and pH. You will test this through the following procedures:

Part 1: Melting point **Caution: Hot plate and pie plate get very hot! When done, unplug it
and let it cool down.

● Put a small amount of each unknown compound on the pie plate in its indicated
section

● Turn hot plate on high

● Monitor how long it takes each substance to begin melting. (record when it first melts,
not when all of it is melted). If it takes longer than 10 mins to melt, just put longer than
10 minutes. Be sure to turn off hot plate when done

Part 2: Solubility

● Measure out 10 ml of water in the graduated cylinder and pour it into the petri dish
containing the rest of the unknown compound. Do this for all 6 compounds. ● Stir
each one and record if the compound dissolves in water

**Make sure you rinse the stir stick between dishes so you don’t cross contaminate

Part 3: Conductivity

● 4 beakers are set up at the front with compounds dissolved in water. ● Use the
circuit setup to test if the solution will conduct electricity. You will do this by placing
both nails into the solution (make sure the nails do not touch!!). ● If the light bulb
lights, then the solution must conduct electricity!

● Be sure to wipe off the nails in between test so that you do not cross contaminate the
solutions.

Part 4: pH

● Take the universal indicator and drop 3 or 4 drops into each petri dish
 ● Record the colour the solution appears

● See the chart on the Smart Board to decide the pH

Observation Chart
Name Chemical Ionic or Time to melt Dissolves in Conducts pH
formula molecular? water? electricity?

What properties were indicators of deciding what is ionic or molecular? Which ones were
not?

Extension questions:

- What would you expect the properties of BeCl2 (Beryllium Chloride)? How do you
know?

- What would you expect the properties of C₇H₆O₂ would be? How do you know?
MAJOR TAKEAWAY - Properties Labs
Drawing Models:
Compound Chemical Formula

H2
 CHCl3

HCl

MgCl2

Chemical formula: ___________________

Naming Compounds

Step 1: Determine if it is molecular or ionic

If it is ionic…
Step 2: Write the first element’s name normally
Step 3: Write the second element’s name, but change the ending to “ide”
If it is molecular…
Step 2: Write the first element’s name normally
Step 3: Write the second element’s name, but change the ending to “ide” Step
4: Put the prefixes in front of each name to show how many of each atom you
have in the compound.

- The prefixes:
- 1 = mono
- 2 = di
- 3 = tri
- 4 = tetra
- 5 = penta
- 6 = hexa
- 7 = hepta
- 8 = octa
- 9 = nona
- 10 = deca

** 1 exception for molecular compounds!

- If the first element only has 1 atom - then you don’t need to put “mono”.
Ex. CO2 1 carbon, 2 oxygens Carbon dioxide (don’t need to put monocarbon dioxide)
Try it!
Compound Formula Element 1 Element 2 Compound name

NaCl Sodium Chlorine Sodium Chloride

MgF2

Li2O

BeS
How to determine the chemical formula from the name for ionic compounds
Steps

Step 1: Determine the

charge for each element

Step 2: Setup balance chart

Step 3: Start with 1 atom

of each element in the
chart

Step 4: Ask yourself, are

there more positives,
more

negatives or are they

equal?

Step 5: If there are

more positive, add
another
negative charged
atom. If there are more
negatives add another
 positively
charged atom. Continue
this until there are an
equal number of
positives and negatives

Step 6: Write the

chemical formula

Practice:

a. Beryllium and Oxygen

b. Magnesium and Nitrogen

c. Fluorine and Sodium

d. Phosphorous and Magnesium

e. Aluminum and Chlorine

f. What are 5 different compounds you could make with Beryllium, Fluorine,
Chlorine and Sulfur (you don’t have to use all of them in each compound)
If it is molecular…
Compoun Element 1 Element 2 Compoun
d Formula d name
Name How Prefix
Prefix Name How
many
many
atoms
atoms

CH4 Carbon 1 Mono - tetra Carbon

Hydrogen 4 tetrahydride
but don’t
put it
because
first
element

C2F

H3S6

Cl8Si9

How to determine the chemical formula from the name for molecular
compounds

Step 1: Determine that it is a molecular compound

Step 2: look at prefixes, write how many atoms of each element you have Step 3: Write
chemical symbol and subscript to show how many atoms of each element you have.

Ex. Dicarbon pentasulfide

Step 1: it is molecular so we need to use prefixes
Step 2: the “di” tells you there are 2 carbons, and the “penta” tells you that there is 5 sulfurs.
Step 3: C2S5

Try it!

Tetracarbon heptachloride

nitrogen trifluoride

dinitrogen monoxide
Fill in the chart below (mixed problems)
Chemical Name Chemical Formula

H2O

Beryllium Oxide

S3F2
 Sodium Chloride

MgCl2

Disilicon nonafluoride

Beryllium Fluoride

Concept 5: Chemical Reactions

Recall, how do we know a chemical reaction has taken place?
Write the following chemical reactions from words to chemical formulas:

Carbon monoxide + water → carbon dioxide + dihydride

Diphosphorus tetrahydride + sodium sulfide → carbon disulfide + sodium phosphide

Tetrasulfur trioxide + pentacarbon monochloride → tetrasulfur monochloride + pentacarbon

trioxide

Dioxide + diphosphorus dinitride → phosphorous oxide + phosphorous nitride

Beryllium phosphide + dihydride → beryllium hydride + diphosphide

Glucose → carbon dioxide + water + dioxide

Write the following chemical formulas into word equations:

PS2 + CO → PC + S2O

MgCl2 + Si2S9 → Si2Cl2 + MgS

Law of Conservation of mass questions (Write the chemical reaction equation for this as
well.)

1. A chemist combines 23 grams of C3H3S4 with 42 grams of CH4. The product is C4H7S4, what is
the mass of the product?
2. You react 10 grams of carbon monoxide with oxygen. The product is 13 grams of water,
and 7 grams of carbon. How much oxygen did you use?
3. You combine 30 grams of water with 21 grams of citric acid. Your product is ascorbic acid
and carbon dioxide. The ascorbic acid has a mass of 17 grams, how many grams were
carbon dioxide?

4. When forming 13 acetic acid, you combine 4 grams of carbon dioxide and how many
grams of citric acid?

5. If you wanted to react HS and MgS to create MgSH and S, and used 2.45 grams of HS, 2.3
grams of MgS and created 2.1 grams of S. How much MgSH will you have?
6. If you break down C2Si5P3into its individual elements you get 1.2 grams of C, 3.2 grams of
Si and 2.3 grams of P. How much of the starting compound was there?

5 MAJOR TYPES OF REACTIONS

How to increase the reaction rate
Method to Observation
Explanation
increase reaction
rate
 Increasing
Surface Area

Increasing
Temperature

Increase Agitation

Increase
Concentration of
Reactants

Add a Catalyst