SNC1L Unit 2 - Wikispacesmrmacmillanscience.wikispaces.com/file/view/SNC1L+Unit+2.pdf · SNC1L Unit 2 Chemistry: Properties of Common Materials. SNC1L – Science Unit 2 - Introduction

SNC1L

Unit 2

Chemistry: Properties of Common Materials

SNC1L – Science Unit 2 - Introduction

Introduction In this unit, you will identify general features of the periodic table and the uses of elements in everyday life. You will use the periodic table to help you understand the difference between a pure substance and a mixture. You will examine and discover physical and chemical properties of elements and compounds. These properties will lend to the uses in common everyday products. You will get actively involved in your science studies throughout this unit. In the key questions and some support questions, you will carry out experiments.

Copyright © Durham Continuing Education, 2005 Page 2 of 49


Overall Expectations After completing this unit, you will be able to

• Explain the characteristics and classification of common materials using appropriate scientific terminology

• Investigate the physical and chemical properties of common materials through laboratory activities.

• Analyze how the use of various materials is based on their physical and chemical properties

Materials Required In this unit, you will need the following material

• 10 different samples of chemical household products (suggestions in lesson 6) • Paper • Pencil • Ruler • 10 different household products (suggestions in lesson 8, Key question #8A) • clear glass drinking glasses • water • vegetable oil (or any cooking oil) • rubbing alcohol • table salt • chalk (crushed into a powder) • apron • safety goggles • Large container to hold water • 4 cans of pop;

• two should be a dark pop, one regular and one diet • two should be a clear pop, one regular and one diet

• A birthday candle or emergency candle • A match • A small dish (glass or metal) • Baking soda • white vinegar • a teaspoon • antacid tablet (Rolaids, Tums) • baking soda • Nutri-Sweet • detergent powder • glycerine



• peppermint extract • ceramic mold of a set of teeth • toothbrush • Popsicle stick • medium size glass containers • pH paper • name brand toothpaste • grape juice • coke • vinegar • lemon juice • paper towels


SNC1L

Lesson 6

Safety

SNC1L – Science Unit 2 – Lesson 6

Introduction Whether you are at home doing everyday activities or in the workplace completing a task, you must be careful to avoid accident and injuries. Accidents can be avoided by knowing how to use equipment and materials properly. You will learn some general lab safety rules and hazardous symbols. It is very important that you read and understand all of the safety rules and implement them whenever completing the experimental tasks throughout the entire unit. What You Will Learn Recognise the symbols used to classify hazardous materials at home in the workplace (HHPs, WHMIS) Outline the hazards of common materials (e.g. bleach, drain cleaner, burning plastics) associated with safe and unsafe use; Organise and record the of the investigations using appropriate formats (e.g., charts, tables, diagrams, graphs, science journals); Use appropriate laboratory safety and disposal procedures while conducting investigations (e.g., wear safety glasses, practise orderliness and cleanliness, follow WHMIS guidelines and emergency procedures, use proper procedures for handling and disposal);



General Safety Rules for Activities 1) Read each activity thoroughly before you begin. 2) Dress appropriately. Do not wear loose or bulky clothing. If using an open flame, tie

longhair back tightly. Do not wear flammable synthetic clothing such as nylon. Do not wear jewellery that night get caught in the equipment you are using.

3) Wear a vinyl apron and safety goggles during each lab activity. Do not wear contact

lenses because chemicals may get underneath them. 4) Always stand during the lab activity. This will prevent spills from seeping onto your

clothing. It will also allow you to move quickly if an accident should occur. 5) Place any broken glass in a special container and label it “Broken glass”. Do not

place broken glass in the regular garbage. 6) Be sure to dispose of any materials, such as food items that you use in an activity,

after you complete the activity.



Safety Rules for Using Chemicals 1) Read the labels of all chemical bottles before handling them. Never handle

chemicals with your bare hands. Never taste chemicals. 2) Be able to recognise hazardous product symbols.

3) Use only small quantities of chemicals and never return excess chemicals to the

original container unless instructed to do so. 4) Always replace the lid on the container, as some chemicals react with air or the

moisture in the air. 5) When checking the odour of a chemical, use your hand to waft the fumes carefully

towards you. Never put the chemical directly under your nose. 6) Clean up chemical spills immediately. Use plenty of water to immediately rinse any

spills on your clothing, hands, or body parts, or in your eyes. 7) Do not pour unused chemicals down the sink. Dispose of them as instructed in the

activity.



Fire Safety in a Laboratory 1) Keep combustible materials away from sparks and flames 2) If burned, immediately run cold water over the burned area.

3) Know the proper procedures for putting out fires. Make sure that fire extinguishers

and fire blankets are within reach at all times. 4) If you clothing ignite, smother it with a fire blanket or roll on the floor. Stop, drop, and

roll. 5) Know the proper procedures for leaving the building in case of a fire.

6) Know the proper use of the fire alarm, fire extinguisher, and fire blanket.



Safety Conventions and Symbols The Workplace Hazardous Materials Information System (WHMIS) symbols were developed to ensure that the labelling of dangerous materials was the same in all workplaces. It is important to become familiar with these warning symbols and pay attention to them when they appear on any products or materials in the home or at the workplace. WHMIS Symbols for Hazardous Materials

WHMIS Symbol Risks Precautions

compressed gas

Could explode due to pressure

Could explode if heated or dropped

Ensure container is always secured

Do not drop or allow to fall

Store in a proper area

flammable and combustible

material

May ignite without warning

May release flammable products when exposed to water

Work in a well-ventilated area

Avoid heating Avoid sparks and flames Store in a proper area

oxidizing material

May cause skin and eye burns

Increase fire and explosion hazards

May cause combustible material to explode

Wear body, hand, face and eye protection

Store away from combustible materials

Store in a proper container

poisonous and infectious

material causing immediate and serious toxic effects

May be fatal if swallowed or inhaled

May be absorbed through the skin

Small amounts are toxic

Avoid breathing dust or vapours

Avoid contact with eyes or skin

Wear protective clothing, and face and eye protection

Work in a well-ventilated area and war breathing protection



poisonous and infectious

material causing other toxic effects

May cause death or permanent injury

May cause cancer May cause allergic

reactions

Use hand, body, face, and eye protection

Avoid direct contact Work in a well-ventilated

area Store in appropriate

area

biohazardous infectious

material

May cause anaphylactic shock(severe allergic reaction)

Includes viruses, yeasts, moulds, bacteria, and parasites that affect humans

Includes cellular compunents (e.g., infected blood plasma)

Avoid breathing vapours Avoid contamination of

people and area Wok and store in special

areas Special training is

required to handle materials

corrosive material

Cause eye and skin irritation on contact

Severe burns/tissue damage after long period of contact

Lung damage if inhaled May cause blindness if

splashed in eyes

Wear body, hand, face, and eye protection

Avoid all direct body contact

Use breathing apparatus Work in a well-ventilated

area Use proper storage

containers

dangerously reactive

material

May react with water May explode if exposed

to shock or heat May release toxic or

flammable vapours May burn unexpectedly

Handle with care, avoiding vibration, shocks, and sudden temperature changes

Store in appropriate, sealed containers



Hazardous Household Product Symbols (HHPS) The warning symbols found on most common household products are seen the following table. These are the most familiar warning symbols to the general public. These warning symbols were developed to indicate exactly why and to what degree a product is dangerous. The shape of the symbol indicates the seriousness of the risk.

The triangle means that caution is required.

The octagon (stop sign shape) means danger. Hazardous Household Product Symbols

HHP symbols Risks Examples of household products

Can burn your skin or eyes

Will damage your throat and stomach if swallowed

Battery acid Drain openers Oven cleaners Acids

Can catch fire quickly (keep this product away from heat, flames, and sparks)

Gasoline Motor oil Barbecue starter fluid Paint thinner Nail polish

Container will explode if heated or punchtured

Metal or plastic can fly our and hurt your eyes or other parts of your body

Aerosol spray cans (e.g., hair spray)

Barbecue propane tanks

May cause serios illness or death if swallowed or licked

Fumes (vapours) amy be dangerous if inhaled

Paint Pesticides Motor oil Over-the-counter and

prescription drugs Household cleaners

(e.g., bleach)



Hazards of common household hazards Safety should not only be taken seriously in a lab or at the workplace. It should be a integral part of every household. Preschoolers are vulnerable to injuries because of their natural exploratory behaviour and play. Most poisonings of children under the age of five occur at home, usually from medications and household chemical products. It is important to understand the hazards of safe and unsafe use of common materials found around the home. The following table outlines the dangers, and proper use of household products. Chlorine bleach If you feel you must disinfect, then your cheapest choice is a chlorine bleach and water solution. Dilution is the key to safety. For countertops, food preparation surfaces, utensils and toys, use just one teaspoon of bleach per gallon of cool water. For diapering surfaces, toilet seats, and hand-washing sinks use 1/4-cup (4 tablespoons) chlorine bleach per gallon of cool water. Do not use any bleach that has other additives, like odour masking agents. These have not been proven to be safe. Danger: Most chlorine bleaches are labelled "corrosive" and "danger." Do not use directly on skin or other surfaces. Potential hazards: Eye irritant, respiratory irritant. Danger: Reacts with ammonia or acids to form toxic gas. Safer alternatives: Cleaning with soap and hot water, using separate cutting boards for meat and vegetables, and thorough hand washing all decrease the spread of communicable disease. Use non-chlorine type bleach for laundry.



Ammonia Potential hazards: Respiratory irritant Danger: Reacts with chlorine bleach to form toxic gas. May contain ammonia Safer alternatives: Substitute vinegar and water for windows, floors, etc. All-purpose cleaners Potential hazards: Harmful or fatal if swallowed. Some are flammable, some can cause skin or eye burns. Should not be mixed with other products. May contain Chlorine, ammonia, organic solvents, strong fragrances Safer alternatives: You don't need all of the specialised cleaners on the market. It is best to buy fewer products and use each one for several purposes. Nail polish Potential hazards: Vapours harmful, flammable. May contain acetone

Key Question #6

A. Examine 10 different samples of chemicals and household products gathered from your home. Copy the following chart into your workbook. Complete the chart using the labels of each item. (30 marks)

Name of Product Active Ingredient

(from the label) Warning Symbol Nature of the

hazard

These Questions must be submitted for evaluation!


SNC1L

Lesson 7

Matter


Introduction Matter is a term used to refer to anything that has mass and takes up space. The air we breathe, the chairs we sit on, the dog we take for a walk, the water we drink, the pans we cook with and the stars we gaze upon are all examples of matter. In this lesson you will learn how matter is classified according to its composition. Matter consists in three states – solid, liquid and gas. What You Will Learn After completing this lesson, you will be able to Explain the characteristics of pure substances and mixtures using appropriate scientific terminology. Organise and record the observations of the investigations using appropriate formats (e.g., charts, tables, diagrams, graphs, and science journals);



The Periodic Table At the end of this lesson, you will find the periodic table of elements, along with the alphabetical list of elements. All the known elements are listed on the periodic table. This table is a summary of information. There is approximately 109 elements known. Elements are represented by symbols. No two elements have the same symbol. There is usually one or two letters in each symbol. For elements with one-letter symbols, the letter is capitalised. If the element has two letters in the symbol, the first letter is capitalised and the second is lower case. Examples: oxygen = O lithium = Li carbon = C helium = He hydrogen = H argon = Ar sulfur = S silicon = Si Elements on the periodic table are divided into two main groups: metals and non-metals. There are more metals than non-metals, and the metals are on the left side of the table. The non-metals are on the right side. A heavy, step-like line divides the two groups.

Example The periodic table displayed on the left, shows metals in the shaded areas and the non-metals in the non-shaded area.

Matter Matter is everything around you. Matter is everything composed of atoms. Matter is anything that has a mass. Matter is even related to light and electromagnetic radiation. Even though matter can be found all over the universe, you usually find it in just a few forms. Scientists see the world broken into 3 states of matter.

The states of matter are solids, liquids and gases.



Classification of Matter Flow chart of Matter

Solutions Mechanical Mixture

Mixture

Element Compound

Pure Substance

Matter(all substances)

Pure Substances A “pure substance” is composed of only one substance. It is homogeneous. Characteristics of Pure Substances 1. The composition of a pure substance is constant. It never changes. 2. The components cannot be separated by physical means. 3. Changes of state occur at a constant temperature Elements An element is a pure substance that cannot be broken down into simpler substances by ordinary chemical means. Elements are the building blocks of matter. There are approximately 109 elements. The smallest particle of an element is an atom. All matter is made up of atoms combined together. Commonly known elements are:

Mercury Gold Copper Oxygen



Compounds A compound is a pure substance made up of two or more elements. The elements in a compound are chemically combined. A compound is held together by “bonds” that join the atoms together. The smallest particle of a compound is a “molecule”. Molecules are made up of atoms. Pure water is a compound. Some other examples of compounds are salt, alcohol, sugar and chalk.

Example This is a diagram of a water molecule. The chemical formula for water is H2O. This shows there are 2 atoms of hydrogen bonded to 1 atom of oxygen to form one molecule of water.

Mixtures A mixture is made up of two or more elements or compounds that are not chemically combined. The parts of a mixture can be elements or compounds. Characteristics of Mixtures 1. The composition of a mixture is variable. 2. The components of a mixture can be separated by physical means. Some of

these means are evaporation, distillation, filtration, and settling. 3. Changes of state occur over a range of temperatures. Mechanical Mixtures These mixtures are heterogeneous which means, more than one phase, or region, is visible. Mixtures may be made up of solids only, liquids only, or gases only. In addition, mixtures may be made up of different combinations of solids, liquids and gases. The air we breathe and the water we drink are mixtures. Air is a mixture of gases and drinking water has air and minerals mixed in with it. These mixtures can be separated by “mechanical” means. Settling and filtration are the two common methods of separating a mixture into 2 or more phases.

Education, 2005 Page 19 of 49 Copyright © Durham Continuing

Example A mixture of oil and vinegar shows the 2 different phases that describes a mechanical mixture.


Solutions Mixtures that are homogeneous are called “solutions”. A solution is formed when the solute dissolves. The solute spreads out evenly throughout the solvent. The two components of a solution are the “solute” and the “solvent”.

• The “solute” is the substance being dissolved and is present in the smaller amount. It may be a solid, a gas, or another liquid.

• The “solvent” is doing the dissolving and is present in the greater amount. It is usually a liquid.

The scientific term solubility is used when a substance that dissolves easily is said to be “soluble”. A substance is “insoluble” if none of or very little of the solute dissolves. Tkiso

1.

C

Example When adding sugar to water and stirring thoroughly the sugar will disappear. The sugar is not really gone. The sugar and water have just mixed together completely. The water is the solvent. Water dissolves the sugar. The sugar is the solute. Therefore, the sugar is soluble in water.

here are many kinds of solvents. There are many kinds of solutes. There are many nds of solutions. It is important to note that a mixture is classified a solution only if the lute dissolves and spreads out evenly.

Support Questions (Remember, these questions are NOT to be handed in!)

In your workbook copy the chart below and give 2-3 points for each component in the flowchart.

opyright © Durham Continuing Education, 2005 Page 20 of 49

Solutions Mechanical Mixture

Mixture

Element Compound

Pure Substance

Matter(all substances)


2. Copy the table below into your notebook. Complete this table to examine your knowledge of difference between solutions and mechanical mixtures. This table contains ten mixtures. Some are solutions and some are mechanical mixtures. Think about each mixture, then complete each of the empty boxes.

Mixture Do the

substances dissolve (Yes or

No)

If the substances dissolved, name

the solute(s) name the solvent 1 Sugar and water 2 Muddy water 3 Salty water 4 Pebbles in water 5 Instant coffee drink 6 Orange juice 7 Oil and water 8 Iced tea drink 9 Ocean water 10 Vegetable soup



Key Questions #7

A. In your workbook draw a diagram to illustrate and explain the difference between a pure substance and a mixture. (6 marks)

B. Copy the table below into your notebook. Choose one of the following to fill in the Classification column of the chart. (10 marks)

(i) Mixture – solution (ii) Mixture – mechanical mixture (iii) Pure Substance – element (iv) Pure Substance – compound

Classifying Matter Activity

Item # Name and Description Classification

1 Sugar – small, white crystals composed of carbon, hydrogen and oxygen.

2 Fertilizer – small solid granules of varying colours

3 Tea – clear yellow-brown liquid

4 Granite Rock- black and white speckled solid

5 Baking Soda – white powder that cannot be separated by physical means

6 Steel Wool – long strands of shiny grey solid that does not break down when heated gently

7 Copper – shiny red-brown solid that melts at 1083˚ Celsius

8 Sodium Hydroxide (lye) – white flakes that contain57.5% sodium, 40.0% oxygen, and 2.5% hydrogen by mass

9 Ketchup – thick red opaque liquid

10 Oxygen – clear, colourless gas



SNC1L

Lesson 8

Physical Properties


Introduction In this lesson you will be introduced to different types of observations and the and assortment of physical properties. Through investigation you will have the opportunity to use this information and apply the new learning.

What You Will Learn After completing this lesson, you will be able to Describe the physical properties (e.g., texture, lustre, solubility, clarity, colour, state, electrical conductivity) of common materials (e.g., paints, solvents, metals) using appropriate scientific terminology Organise and record the observation of the investigations using appropriate formats (e.g., charts, tables, diagrams, and graphs, science journals) Plan and conduct investigations on the physical and chemical properties of substances, using lab equipment and materials safely and accurately (e.g., test metals to observe state, appearance, strength, flexibility, heat and electrical conductivity;…) Interpret and communicate the results of investigations (e.g., classify the material tested, write conclusions Use appropriate laboratory safety and disposal procedures while conducting investigations (e.g., wear safety glasses, practise orderliness and cleanliness, follow WHMIS guidelines and emergency procedures, use proper procedures for handling and disposal);



Observing and Recording Information To answer the question that forms the basis of a scientific investigation, you must make observations and gather information, or evidence. In many cases you will have to make both qualitative and quantitative observations. Qualitative Observations Qualitative observation is the description of the qualities of objects and events using the five senses to gather the information. An example of a qualitative observation is stating that a rose is red and has a sweet scent. Common qualitative observations include the state of matter, colour, odour, taste and clarity. These qualities cannot be measured but must be described in words. Qualitative evidence can be recorded using words or pictures. Sometimes, it is more appropriate to draw or sketch observations.

Quantitative Observations Observations that are based on measurements or counting provide quantitative information, sine they deal with quantities of things. The length of a rose’s stem, the number of petals, and the number of leaves are quantitative observations.



Physical Properties When observing any substance one or more of the five senses – sight, touch, smell, hearing or taste - are being used. These senses are observing physical properties of these substances. A physical property is a characteristic or description of a substance that may help to identify it. When using the five senses to observe some common physical properties that may be described are as follows:

Property Describing the property Sense used

Colour It is black, white, red, … Sight

Texture It is fine, coarse, smooth, gritty, … Touch

Odour It is odourless, spicy, sharp, burnt,… Smell

Lustre It is shiny, dull, … Sight

Clarity It is clear, cloudy, opaque(thick), … Sight

Taste It is sweet, sour, salty, bitter, … Taste

State It is a solid, liquid, or gas. sight

Other physical properties can be observed if simple tests and measurements are used the help the five senses. For example:

Property Explanation

Mass and Volume

Any substance can be measured for either mass or volume.

Hardness

Hardness is a measure of the resistance of a solid to being scratched or dented. It can be rated on a scale. Soft Hard



Property Explanation

Melting and Boiling Point

Melting point is the temperature at which a solid melts. Boiling Point is the temperature at which a liquid begins to boil.

Solubility

Solubility is the ability of a substance to dissolve in a solvent, such as water. Example: - sugar has a high solubility in water - Oil has a low solubility in water – therefore it

is termed insoluble in water

Viscosity

Viscosity is a measure of how easily a liquid flows: the thicker the liquid, the more viscous it is. Honey is an example of viscous liquid.

Malleability

Malleability is a measure of the ability of a substance to be hammered into a sheet or bent and shaped. Copper is an example of a malleable metal.

Density

Density is the mass of a given volume of matter. For example, gold is about twice as dense as copper. This means that if a piece of copper has a mass of 50 grams, then a piece of gold the same size would have a mass of 100 grams.

Electrical Conductivity The ability of a substance to conduct electrical activity.

Homogeneous and Heterogeneous

Homogeneous describes the substance as only one visible phase. The sample of the material is identical in all areas. An example of a substance with a homogeneous description is milk. Heterogeneous describes the substance as having more than one visible phase. An example of a substance with a heterogeneous description is sand.




3. What property is described by each of the following statements? (a) A steel blade can scratch glass. ______________________ (b) Water boils at 100°C. ______________________ (c) Alcohol is flammable. ______________________ 4. Give one physical property of: (a) a marshmallow ______________________ (b) a hot dog ______________________ (c) an egg ______________________ 5. The top of a glass container of water breaks, and some pieces of glass fall into the

container. What physical property of glass would help you to separate the broken glass from the water?

Qualitative and Quantitative Observations 6. Classify each of the following observations

Observation Qualitative Quantitative The ice had a temperature of -20°C. The beaker was very hot. The gold ore had a metallic shine. Gold’s density is 19.3g/cm3. Dry ice sublimates, changing directly from a solid to a gas. The knife was extremely sharp. The fertiliser contained more nitrogen than usual. Bobby lives one kilometre away from school. This hard drive holds 540 Megabytes of data. His address is 93 Oak Street. 4.9 grams of acid were added to the test tube. The candy had a flavour that was both sweet and tart. People should always wear seatbelts when in cars. Mr. Smith is 12.4 feet tall. The gas in the test tube smelled like rotten-eggs.




Key Question #8A

Physical Properties – Let’s examine some household products

Purpose The purpose of this exercise is to become familiar with utilising appropriate scientific terminology when observing different substances. Task Examine 10 different substances from your kitchen cupboards and record appropriate physical properties for each. Materials You will need the following:

• Paper • Pencil • Ruler • 10 different household products

Procedure

• On a sheet of paper, prepare an observation chart with the following titles.

Item Physical Properties

• Choose 10 different household products, such as spices, packaged food, cleaning

products or toiletries. A few specific examples are as follows: paprika, corn syrup, Windex, cereal, cold meat, rock, pizza dough, shampoo, cotton swab, wire, paint, etc.

• List all the names of each item in the appropriate column.

• List all of the physical properties that you believe pertain to each substance in the

appropriate column. (20 marks)



Key Question #8B

Physical Property – Solubility

Purpose The purpose of this exercise is to display how substances are identified by their properties. For example, water is a colourless (colour) liquid (state at room temperature) that flows easily (viscosity). Task Examine and compare the solubility of oil, alcohol, salt and powdered chalk in water. Placing these solutes into a glass of water (solvent) and observing the ability of water to dissolve each of the substances. Observations should be made on the ability for each of the four substances to dissolve in the water. Materials You will need the following:

• drinking glass • water • vegetable oil (or any cooking oil) • rubbing alcohol • table salt • chalk (crushed into a powder)

Procedure

• Put on an apron and a pair of safety glasses. Fill a glass one-third full with water. Place one teaspoon of oil into the water and stir. Observe and record all the observations on the chart. (see observation chart)

• Empty the glass and clean it well.

• Fill the glass one-third full with water. Place one teaspoon of rubbing alcohol into

the water and stir. Observe and record all the observations on the chart.

• Repeat steps 1 to 3 for, salt and powdered chalk.



Observation Chart A Copy and complete the following chart into your notebook. (12 marks) Step Starting Material Description of

starting material Description of

substance during mixing

Description of substance after

mixing 1 Vegetable Oil 2 Rubbing Alcohol 3 Table Salt 4 Powdered Chalk

Conclusion Make a conclusion about the solubility comparing each of the substances tested. (4 marks)

Part B: Physical Property – Density

Task Examine and compare the density of diet pop and regular pop. Observations about the floating ability of each can should be made on the observation chart. Materials You will need the following:

• Large container to hold water • 4 cans of pop;

• two should be a dark pop, one regular and one diet • two should be a clear pop, one regular and one diet

Procedure

• Fill and large container three-quarters full with water.

• One at a time place each can into the water filled container.

• On your observation chart record differences in how each can floats in the water.



Observation Chart B Copy and complete the following chart into your notebook. (4 marks)

Name and Type of Pop Observations

Conclusion Make a conclusion about the density of diet pop compared to regular pop. (3 marks)



SNC1L

Lesson 9

Chemical Properties


Introduction In this lesson you will extend you learning to chemical properties of common materials. You will have the opportunity to use your laboratory skills and investigate what chemical properties occur when mixing household materials together.

What You Will Learn After completing this lesson, you will be able to Describe the physical properties (e.g., texture, lustre, solubility, clarity, colour, state, electrical conductivity) of common materials (e.g., paints, solvents, metals) using appropriate scientific terminology Describe the chemical properties (e.g., flammability, reactivity, reaction in water act in acids, reaction with pH test strips) of common materials (e.g., paints, solvents, metals) using appropriate scientific terminology Organise and record the observation of the investigations using appropriate formats (e.g., charts, tables, diagrams, and graphs, science journals) Plan and conduct investigations on the physical and chemical properties of substances, using lab equipment and materials safely and accurately (e.g., test metals to observe state, appearance, strength, flexibility, heat and electrical conductivity;…) Use appropriate laboratory safety and disposal procedures while conducting investigations (e.g., wear safety glasses, practice orderliness and cleanliness, follow WHMIS guidelines and emergency procedures, use proper procedures for handling and disposal);



Chemical Properties A physical property can be determined without destroying the substance, or creating or forming a new substance. Properties such as colour, odour, texture, state, length, density are all examples of physical properties. A chemical property indicates how the substance reacts with another substance. When this property is observed, the original substance is changed to a different or new substance.

Example When iron reacts with oxygen to produce rust is a chemical property. The shiny, grey iron solid and clear colourless oxygen gas have combined to form the dull, reddish brown iron oxide solid which we call rust. Rust is the new substance.

A list of common chemical properties is as follows:

Property Explanation Flammability

If a substance is flammable, it will burn when exposed to a flame.

Reaction with Oxygen

The ability of a substance to react in air (oxygen).

Reactions with Acid

The ability of a substance to react in an acid.

Combustibility

Combustibility is a chemical property that describes the ability of substance to burn. To burn, a substance requires oxygen.



Property Explanation pH level 0 7 14 acidic basic neutral

pH is the symbol for the degree of acidity or alkalinity (base) of a substance. The scale for pH is noted from 0 to 14. The closer to 0 the more acidic the substance. Whereas, from 8 to 14 describes the substance as more basic (more alkaline). If the substance is tested and the pH level is 7 than it is noted as neutral. Examples:

pH level • Lemon 2.4 • Vinegar 3 • Water 7 • Milk of magnesia 10.4 • Windex 10.6 • Ammonia 11.4


7. Classify the following properties as either physical or chemical.

Property Type Property Type Red colour Density Flammability Solubility Reacts with acid to form hydrogen Supports combustion Bitter taste Melting point Reacts with water to form a gas Hardness Can neutralize a base Boiling point Lustre Odour Turns pink in a base State at room temperature



Key Question #9

Chemical Properties A. Give one physical and one chemical property for each of the following items.

(3 marks) i. a marshmallow ii. a piece of paper iii. an egg B. You have been experimenting in the lab. You mixed together a number of different

substances creating an explosion. You made the following observations on the product that resulted:

• Purple • Gooey • Weighs 5 grams • Turns green when heating • Smells like a gym shoe

From the preceding list of observations name one for each of the following. (4 marks) i. Physical Property ________________________________ ii. Chemical Property ________________________________ iii. Qualitative observations ________________________________ iv. Quantitative observations ________________________________



C. Use your everyday knowledge to complete the chart that follows. The chart lists various substances and the properties that determine their use. A word list is provided to help fill in the missing blanks.

Substances and Their Use

Properties of substances determine their use. For example, aluminium is used in hydro transmission lines because it conducts electricity and is light (low density). (12 marks)

Substance Use Property copper

wiring

carbon dioxide

Does not burn, smothers fires

glass

Clear, colourless solid

drill bits Very hard, cuts into hard things

rubber

shoes, tires, belts

clothing Light-weight, wears well

dynamite

Explosive, produces great force

lubricates engine parts Slippery, has a high boiling point

gasoline

fuel

gold

Bends easily, does not rust

tungsten Glows white hot, poor conductor of electricity

nitrates

Helps plants grow

Word List

Conductivity Windows burns to produce heat wire in light bulbs Motor oil Jewellery Diamond Mining Flexible fire extinguishers Fertiliser Nylon



Key Question #9D

Chemical Properties of Matter Purpose To recognise and distinguish between physical and chemical properties of matter. Materials

• A birthday candle or emergency candle • A match • A small dish (glass or metal) • Baking soda • Water • 2 clear glass cups • white vinegar • a teaspoon • antacid tablet (rolaids, tums)

Procedure Task 1

• Carefully light the candle with the match and pour a few drops of the melted wax on the bottom of the small glass dish. Place the candle on the drops of wax. This will keep the candle from moving around. Observe the candle for a few minutes.

• Record your observations on the following Observation Chart. Task 2

• Half fill one of the clear glass cups with white vinegar. Add one teaspoon of baking soda to the vinegar.

• Record your observations on the following Observation Chart. Task 3

• Half fill the other clear glass cup with water. Add the antacid tablet to the water. • Record your observations on the following Observation Chart.



Observation Chart Copy and complete the following chart into your notebook. (6 marks)

Substances Used Detailed Description of Observations Burning candle

Baking soda added to white vinegar

An antacid tablet added to water

Conclusion List the chemical properties that you observed during each of the following: (6 marks) i. Burning the candle ii. Adding baking soda to white vinegar iii. Adding antacid tablet to water



SNC1L

Lesson 10

Chemical and Physical Properties related to how substances are used


Introduction You will complete an experiment that will create toothpaste. A comparison between two different brands (homemade and name brand) of toothpaste will reveal how chemical properties of a substance lend to the significance of their use.

What You Will Learn After completing this lesson, you will be able to:

Investigate the physical and chemical properties of the component materials of two similar products (e.g., hair mousse, toothpaste, skateboards, backpacks, running shores, building materials, electrical materials); Describe the physical and chemical properties (e.g., texture, lustre, solubility, clarity, colour, state, electrical conductivity) of common materials (e.g., paints, solvents, metals) using appropriate scientific terminology Organise and record the observation of the investigations using appropriate formats (e.g., charts, tables, diagrams, and graphs, science journals) Interpret and communicate the results of investigations (e.g., classify the materials tested, write conclusions) Plan and conduct investigations on the physical and chemical properties of substances, using lab equipment and materials safely and accurately (e.g., test metals to observe state, appearance, strength, flexibility, heat and electrical conductivity;…) Compare the physical and chemical properties of the materials investigated and relate these properties to how they are used (e.g., the flexibility and strength of wood and carbon fibre to their use in hockey sticks; heat conductivity in metals to their use in pots and pans; solubility of material to their use in make-up) Use appropriate laboratory safety and disposal procedures while conducting investigations (e.g., wear safety glasses, practise orderliness and cleanliness, follow WHMIS guidelines and emergency procedures, use proper procedures for handling and disposal);



The word “chemical” often conjures up images of acids, substances with long names, and bubbling liquids in test tubes. In fact, every substance in the world is made up of chemicals. Plants, the sea, the land, buildings, chairs, food, and even the body are all made up of chemicals. The things we use every day to take of ourselves are also made up of chemicals. These include things such as soap, toothpaste, shampoo, vitamins, and hairspray.

Key Question #10

Purpose The purpose of this exercise is to:

• Recognise that everyday household products are made of chemicals • To identify the ingredients of toothpaste and the properties that make each

chemical useful to cleaning teeth • To use tests to identify some physical and chemical properties of the home-made

toothpaste and a name brand toothpaste Some ingredients in toothpaste are necessary to clean and strengthen teeth while others are used for marketing strategies, for example “bubblegum” or “cool spearmint” taste. The ingredients of toothpaste made in this activity are listed in the following table.

Ingredients of Toothpaste Use in Toothpaste Sodium Bicarbonate (baking soda) This acts as a cleaning agent. It can

neutralise the acids that cause cavities. It is also an abrasive to remove build-up on the teeth.

Saccharin (Nutri-sweet – “Equal” or ”Sweet ‘n Low”)

The chemicals used in making toothpaste can be bitter, and need to be sweetened. Sugar is not recommended for obvious reasons.

Washing soda (Detergent Powder) This is the cleaner that helps to get the food and plaque off the teeth.

Glycerin – can obtain in a pharmacy (any liquid soap, such as “Sunlight” or “Palmolive” would also work)

This acts as a foaming agent, allowing a small amount of toothpaste to form a foam, and adequately cover the teeth.

Water This is included to give a good “paste” consistency.

Peppermint Extract This is used to give the toothpaste flavour. Other flavours can be used.

Ceramic mold of a set of teeth (obtain at a Dentist’s office/Denture clinic for free)

This is used as your sample set of teeth for the experiment.



Materials You will need the following:

• 15 grams of baking soda • 2 grams of Nutri-Sweet • 3 grams of detergent powder • 1 mL of glycerin • water • 1 drop of peppermint extract • 1 ceramic mold of a set of teeth • 1 toothbrush • 1 popsicle stick • 5 medium size glass containers • pH paper • 1 tube of name brand toothpaste • 1 L of grape juice • coke • vinegar • lemon juice • paper towels

Procedure

• completely submerge teeth in grape juice overnight • Mix a drop of peppermint extract together with the Nutri-Sweet in the large

drinking glass with a stir stick • Add the baking soda, and detergent powder to the large drinking glass and mix

well • Carefully add enough glycerol and water to form a paste. Mix well.

Testing the toothpaste

NOTE: You should only test the homemade toothpaste on the ceramic mold. It is not safe to try the toothpaste on your own (or others’) teeth!

Test #1

• Place a small amount of the homemade toothpaste on a piece of paper towel. • Place a small amount of the name brand toothpaste on another piece of paper

towel. • Dip one strip of pH paper into the homemade toothpaste and another strip into the

name brand toothpaste. Record the pH colour or number.



• Test the pH of the following common products as well and record the pH colour or number of each.

• Water • Vinegar • Coke • Lemon juice

Test #2

• Rub a small amount of homemade toothpaste between your fingers of one hand and a small amount of the name brand toothpaste between the fingers of your other hand. Determine which toothpaste feels “scratchier”.

• Record your results. Test #3

• Place some name brand toothpaste on the toothbrush and brush half of the stained teeth for 2 minutes.

• Rinse the toothbrush off. • Place some of the homemade toothpaste on the toothbrush and brush the other

half of the stained teeth for 2 minutes. • Rinse the toothbrush and the stained ceramic teeth mold in water. • Observe which toothpaste cleaned the stained teeth better. • Record your results.

Observations Complete an appropriate format for the observations of each test. Test #1 (6 marks) Test #2 (2 marks) Test #3 (2 marks) Completely describe the physical properties of the name brand toothpaste.



Conclusions Test #1 Compare and discuss the pH levels obtained from the toothpaste samples. Explain how the pH level may impact the usability of the homemade toothpaste. (4 marks) Test#2 Using the observations made during this test explain how the “scratchiness” may impact the new product just made.(2 marks) Test #3 Give an explanation as to why one toothpaste cleaned better than the other. (4 marks) Physical Properties Using the physical properties listed in your observations. Give reasons for these properties in conjunction with the everyday use of the product. (4 marks)



SNC1L – Science Answers to Support Questions

Suggested Answers to Support Questions Lesson 7: Matter 1. Matter Flowchart Pure Substances

• A “pure substance” is composed of only one substance. It is homogeneous. Characteristics of Pure Substances

• The composition of a pure substance is constant. It never changes. • The components cannot be separated by physical means. • Changes of state occur at a constant temperature

Elements

• An element is a pure substance that cannot be broken down into simpler substances by ordinary chemical means.

• Elements are the building blocks of matter. • There are approximately 109 elements. • The smallest particle of an element is an atom. • All matter is made up of atoms combined together.

Compounds

• A compound is a pure substance made up of two or more elements. • The elements in a compound are chemically combined. • A compound is held together by “bonds” that join the atoms together. • The smallest particle of a compound is a “molecule”. • Molecules are made up of atoms.

Mixtures

• A mixture is made up of two or more elements or compounds that are not chemically combined. The parts of a mixture can be elements or compounds.

Characteristics of Mixtures

• The composition of a mixture is variable. • The components of a mixture can be separated by physical means. Some of these

means are evaporation, distillation, filtration, and settling. • Changes of state occur over a range of temperatures.

Mechanical Mixtures

• These mixtures are heterogeneous which means, more than one phase, or region, is visible.



• Mixtures may be made up of solids only, liquids only, or gases only. • In addition, mixtures may be made up of different combinations of solids, liquids

and gases. • Settling and filtration are the two common methods of separating a mixture into 2

or more phases Solutions

• Mixtures that are homogeneous are called “solutions”. • A solution is formed when the solute dissolves. • The solute spreads out evenly throughout the solvent. • The two components of a solution are the “solute” and the “solvent”. • The “solute” is the substance being dissolved and is present in the smaller

amount. It may be a solid, a gas, or another liquid. • The “solvent” is doing the dissolving and is present in the greater amount. It is

usually a liquid.

2. Mixture Do the

substances dissolve (Yes or

No)

If the substances dissolved, name

the solute(s) name the solvent 1 Sugar and water Yes Sugar Water 2 Muddy water No 3 Salty water Yes Salt Water 4 Pebbles in water No 5 Instant coffee drink Yes Coffee grounds Water 6 Orange juice Yes Orange juice Water 7 Oil and water No 8 Iced tea drink Yes Tea leaves Water 9 Ocean water Yes Salt Water 10 Vegetable soup No Lesson 8: Physical Properties 3. What property is described by each of the following statements? (a) A steel blade can scratch glass. hardness (b) Water boils at 100°C. boiling point (c) Alcohol is flammable. flammability 4. Give one physical property of: (a) a marshmallow white, soft, cylindrical (b) a hot dog long, skinny, brown, bendable (c) an egg white, oval, hard exterior



5. The top of a glass container of water breaks, and some pieces of glass fall into the container. What physical property of glass would help you to separate the broken glass from the water?

Boiling point is higher than water therefore, the water would evaporate before the piece of glass. The glass is a solid therefore would be easily strained out of the liquid. 6. Classify each of the following observations

Observation Qualitative Quantitative The ice had a temperature of -20°C. X The beaker was very hot. X The gold ore had a metallic shine. X Gold’s density is 19.3g/cm3. X Dry ice sublimates, changing directly from a solid to a gas. X The knife was extremely sharp. X The fertiliser contained more nitrogen than usual. X Bobby lives one kilometre away from school. X This hard drive holds 540 Megabytes of data. X His address is 93 Oak Street. X 4.9 grams of acid were added to the test tube. X The candy had a flavour that was both sweet and tart. X People should always wear seatbelts when in cars. X Mr. Smith is 12.4 feet tall. X The gas in the test tube smelled like rotten-eggs. X Lesson 9: Chemical Properties 7. Classify the following properties as either physical or chemical.

Property Type Property Type Red colour P Density P Flammability C Solubility P Reacts with acid to form hydrogen C Supports combustion C Bitter taste P Melting point P Reacts with water to form a gas C Hardness P Can neutralise a base C Boiling point P Lustre P Odour P Turns pink in a base C State at room temperature P


Documents

SNC1L Unit 2 - Wikispacesmrmacmillanscience.wikispaces.com/file/view/SNC1L+Unit+2.pdf · SNC1L Unit 2 Chemistry: Properties of Common Materials. SNC1L – Science Unit 2 - Introduction