Hhydrogen 1 01 1 2 1 Li lithium 6 94 3 1 0 N a sodium 22 99 11 0 9 Kpotassium 39 10 19 0 8 Rb rubidium 85 47 37 0 8 Cscesium 132 91 55 0 7 Fr francium [223] 87 0 7 Be beryllium 9 01 4 1 5 M g m agnesi[.]
Trang 3Development Team
Authors
Cheri Smith
Yale Secondary School District 34 Abbotsford
Trang 4BC Science Chemistry 11: Prince George Secondary School
Copyright © 2019, Edvantage InteractiveAll rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, or stored in a database or retrieval system, without the prior written permission of Edvantage Interactive
ISBN 978-1-77249-946-9Care has been taken to trace ownership of copyright material contained in this text The publishers will gladly accept any information that will enable them to rectify any reference or credit in subsequent printings
Vice-President of Marketing: Don Franklin Director of Publishing: Yvonne Van Ruskenveld Design and Production: Donna Lindenberg Proofreading: Eva van Emden
Editorial Assistance: Rhys Sandner Index: Noeline Bridge
Photos: p 33, K Jung; p 34, Bureau international des poids et mesures (BIPM); page 217
image retreived on July 15 2019 from https://greenchemuoft.files.wordpress.com/2014/04/melanies-reaction-scheme.jpg
QR Code — What Is This?
The image to the right is called a QR code It’s similar to bar codes on various products and contains information that can be useful to you Each QR code in this book provides you with online support to help you learn the course material For example, find a question with a QR code beside it If you scan that code, you’ll see the answer to the question explained in a video created by an author of this book
You can scan a QR code using an Internet-enabled mobile device The program to scan QR codes is free and available at your phone’s app store Scanning the QR code above will give you a short overview of how to use the codes in the book to help you study
Note: We recommend that you scan QR codes only when your phone is connected
to a WiFi network Depending on your mobile data plan, charges may apply if you access the information over the cellular network If you are not sure how to do this, please contact your phone provider or us at info@edvantageinteractive.com
COPIES OF THIS BOOK MAY BE
The Edvantage Interactive author and
editorial team would like to thank
Asma-na-hi Antoine, Toquaht Nation,
Nuu-chah-nulth, Manager
of Indigenous Education & Student
Services, Royal Roads University and
the Heron People Circle at Royal
Roads University for their guidance
and support in the ongoing
development of resources to align to
the Chemistry 11 curriculum
Licensed to Prince George Secondary School for use school during the 2019 - 2020 School year.
Trang 5Welcome and Land Acknowledgement i
Welcome to the _ traditional lands.
We would like to acknowledge the traditional territory
of the _ people and extend our
appreciation for the opportunity to learn on this land.
Trang 6ii Welcome and Land Acknowledgement Background Information
For more information:
edvantagescience.com
Understanding the Welcome and the Land Acknowledgments
At the beginning of each day, students and teachers are encouraged to start with a welcome or land acknowledgement The traditional teachings for this practice are to understand the history of these lands as well as the history of indigenous people
to the present day A welcome to the traditional land can only be done by members from the Nation(s) and are approved by an Elder and/or Chief and Council Guests and visitors who live, work, learn and play within the traditional lands conduct a Land Acknowledgement On the previous page both examples are included for use in your classroom Your teacher will provide guidance on the practice to be used in your class
BC Ministry of Education (2019) Retrieved from https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/glossary.pdf
Reference
Written by Indigenous Consultants:
Asma-na-hi Antoine, Toquaht Nation, Nuu-chah-nulth, Manager of Indigenous Education & Student Services, Royal Roads University Shirley Alphonse, Cowichan Tribes, resides in T’Sou-ke Nation, member of the Heron People Circle at Royal Roads University
A First Nation is the self-determined political and organizational unit of the Aboriginal community that has the
power to negotiate, on a government-to government basis, with BC and Canada Currently, there are 615 First
Nation communities in Canada, which represent more than 50 nations or cultural groups and about 60 Aboriginal languages
group distinct from both European and Aboriginal peoples The Métis were originally based around fur trade
culture, when French and Scottish traders married First Nations women in the communities they traded with The Métis created their own communities and cultural ways distinct from those of the First Nations This term has also come to mean anyone of First Nations mixed ancestry who self-identifies as Métis
In respect to traditional teachings from Elders, it is best to ask what terminology or title, individual or families would
prefer when being acknowledged
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BC Science Chemistry 11
Contents
Welcome to BC Science Chemistry 11 iv
1 Skills and Processes of Chemistry 1
1.1 Staying Safe Around Matter 2
1.2 Laboratory and Reporting Skills 16
1.3 Measuring and Recording Significant Data 31
1.4 Analysis of Units and Conversions in Chemistry 44
2 The Nature of Matter 57
2.1 Properties of Matter 58
2.2 The Classification of Matter 70
2.3 Separating the Substances of a Mixture 81
2.4 Names and Formulas of Inorganic Compounds 90
3 The Mole — The Central Unit of Chemistry 101
3.1 Relative Atomic Mass 102
3.2 Introducing the Mole — The Central Unit of Chemistry 109
3.3 The Wheel Model of Mole Conversions 118
3.4 Molar Volume 126
3.5 Composition Analysis — Determining Formulas 136
3.6 Molar Concentration 145
4 Expressing and Measuring Chemical Change 155
4.1 Writing and Balancing Chemical Equations —The Magic of Chemistry 156
4.2 Classifying Chemical Changes and Predicting Products 166
4.3 Another Way to Classify — Identifying Electron Transfer 179
4.4 Energy Changes Associated with Chemical Change — Endothermicity and Exothermicity 189
4.5 Calculating with Chemical Change — Stoichiometry 197
4.6 Stoichiometry in the Real World — Excess/Limiting Amounts, Percentage Yield, and Impurities 210
5 A Closer Look at Matter 223
5.1 Early Models of the Atom — Dalton to Rutherford 224
5.2 Quantum Theory and the Bohr Model of the Atom 237
5.3 Beyond Bohr — The Quantum Mechanical Model of the Atom 247
5.4 Applying Quantum Mechanics to Electrons in Atoms 256
6 Relationships and Patterns in Chemistry 269
6.1 The Development of the Periodic Table 270
6.2 Periodic Trends — Regular Changes in Elemental Properties 281
6.3 Describing Chemical Bonding 292
6.4 Lewis Structure Diagrams 304
6.5 The Shape and Behavior of Molecules 319
7 Solution Chemistry 339
7.1 The Nature of Solutions 340
7.2 What Dissolves and What Doesn’t — “Like Dissolves Like” 348
7.3 Dissociation Equations and Solution Conductivity 358
7.4 An Introduction to Titrations 367
8 Organic Chemistry 375
8.1 Simple Hydrocarbons and Isomerism 376
8.2 Functional Groups 390
8.3 Reactions of Organic Molecules 402
Answer Key 424
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Welcome to BC Science Chemistry 11
with the BC curriculum You, the student, have two core components — this write-in textbook or
Work-Text and, to provide mobile functionality, an interactive Online Study Guide
BC Science Chemistry 11 WorkText
What is a WorkText?
A WorkText is a write-in textbook Not just a workbook,
a write-in textbook.
Like the vast majority of students, you will read for content,
underline, highlight, take notes, answer the questions — all in
this book Your book.
Use it as a textbook, workbook, notebook, AND study guide It’s
also a great reference book for post secondary studies
Make it your own personal WorkText
Why a write-in textbook?
Reading is an extremely active and personal process
Research has shown that physically interacting with your
text by writing margin notes and highlighting key passages
results in better comprehension and retention
Use your own experiences and prior knowledge to make meaning, not take meaning, from text
How to make this book work for you:
1 Scan each section and check out the shaded areas and bolded terms.
2 Do the Warm Ups to activate prior knowledge.
3 Take notes as required by highlights and adding teacher comments and notes.
4 Use Quick Check sections to find out where you are in your learning.
5 Do the Review Questions and write down the answers Scan the QR codes or go to the Online Study Guide
to see YouTube-like video worked solutions by BC Science Chemistry 11 authors
6 Try the Online Study Guide for online quizzes, PowerPoints, and more videos.
7 Follow the six steps above to be successful.
For more information on how to purchase your own personal copy
info@edvantageinteractive.com
Trang 9© Edvantage Interactive 2019 Introduction v
BC Science Chemistry 11 Online Study Guide (OSG)
What is an Online Study Guide?
It’s an interactive, personalized, digital, mobile study guide to support the WorkText
The Online Study Guide or OSG, provides access
to online quizzes, PowerPoint notes, and video worked solutions
Need extra questions, sample tests, a summary
of your notes, worked solutions to some of the review questions? It’s all here!
Access it where you want, when you want
Make it your own personal mobile study guide
What’s in the Online Study Guide?
• Online quizzes, multiple choice questions, exam-like tests with instant feedback
• PowerPoint notes: Key idea summary and student study notes from the textbook
• Video worked solutions: Select video worked solutions from the WorkText
If you have a smart phone or tablet, scan the QR code to the right to find out more Color e-reader WorkText version available
Where is the Online Study Guide located?
www.edvantagescience.com
Should I use the Online Study Guide?
YES if you want to do your best in this course.
The OSG is directly LINKED to the activities and content
in the WorkText
The OSG helps you learn what is taught in class
Scan this code for a quick overview of the OSG
If your school does not have access to the Online Study Guide and you’d like
more information — info@edvantageinteractive.com
Trang 10vi Introduction © Edvantage Interactive 2019
Key Reference Tables
Thermal data pg 65Activity series pg 171Oxidation # Rules pg 180Atomic radii pg 282Electronegativities pgs 288, 326Bond lengths pg 310Molecular geometry pgs 320 – 323Solubility Table pg 343Solubility vs temperature pg 345
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1 Skills and Processes of Chemistry
By the end of this chapter, you should be able to do the following:
• Demonstrate appropriate safety techniques and proper use of protective equipment
• Demonstrate skills in measuring and in recording data
• Communicate results and data in clear and understandable forms
By the end of this chapter, you should know the meaning of these key terms:
Trang 122 Chapter 1 Skills and Processes of Chemistry © Edvantage Interactive 2019
1.1 Staying Safe Around Matter
• Examine each of the following pairs of equipment
• Consider how the structure of each piece relates to its function
• Circle the better piece of equipment for each task
(a) Boiling a solution (b) Holding a hot test tube
and Its Uses
The equipment used for manipulating and measuring chemicals can be classified in a variety of ways One of the most common methods of classification is based on the material it is made from Table 1.1.1 and Table 1.1.2 divide equipment into glassware and hardware
Most of the glassware found in the laboratory is made of a special type of glass with a low coefficient of expansion This simply means the glass expands so slowly as it is heated that it is unlikely
to break Two common brand names for this type of glassware are Pyrex® and Kimax® Some glassware
is made of ceramic material It may be heated to red-hot temperatures without breaking or melting Hardware is made of various types of metal including wrought iron, stainless steel, aluminum, and brass
Trang 13© Edvantage Interactive 2019 Chapter 1 Skills and Processes of Chemistry 3
Table 1.1.1 Commonly Used Glassware in the Chemistry Lab
beaker Holding liquids
• may be graduated (sometimes in two directions)
• has a white spot for labeling
• various sizes including 50, 150, 250, 450, 650, and 1000 mL
Erlenmeyer flask Holding liquids
• shape avoids loss due to splashing
• used for titration
• common sizes include 125, 250, and
500 mLFlorence flask Heating liquids
• shape allows even distribution of heat while boiling
• never graduated
• common sizes include 250 and 500 mLtest tubes Holding liquids or solids
• can be heated directly or in a water bath
• may be used to mix small quantities of chemicals
• large variety of sizesfluted funnel Funneling liquids
• useful for pouring liquids through small openings
• can contain filter paper for separating solids from suspensions by filtration
evaporating dish Evaporating solvent
• evaporation from a solution
• can be used to dry a damp product
• ceramic material allows direct heat to high temperatures
watch glass Holding or covering
• useful for holding a sample of chemical
• may cover a beaker or flask to prevent evaporation
• holds chemicals while dryingcrucible Heating to high temperatures
• heating covered or partially covered samples
• ceramic material may be directly heated until red hot
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pipe stem triangle Providing a base to hold a crucible
• sits atop a wrought-iron ring
• stems are made of ceramic materialgraduated cylinder Measuring volumes of liquids
• sizes vary
• commonly 10, 25, 50, 100, and 250 mL
burette Measuring volumes of liquids
• delivers various volumes through a valve called
thermometer Measuring temperatures
• bulb should be submerged in the fluid being measured
• temperature ranges vary
• most contain dyed alcohol
• more precise thermometers contain mercury
• commonly measure temperature in degrees Celsius
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Table 1.1.2 Commonly Used Hardware in the Chemistry Lab
ring stand Providing a post to attach
• ring clamps, burette clamps, extension clamps, etc
• also called a utility stand
ring clamp Attaching to a ring stand
• supports a ceramic pad, a pipe stem triangle, or an evaporating dish
• may surround a beaker as a safety ringburette clamp Attaching to a ring stand
• holds a burette
• may hold a test tube in a stationary position
• may support the neck of a flaskflint striker Lighting a Bunsen burner
• provides a spark by moving a flint across a fileBunsen burner Providing heat
• adjusts flame temperature by addition of air through the barrel
• adjusts flame height by turning the regulator valve
test tube holder Holding hot test tubes
• used for heating test tubes over flame
• used for removing test tubes from water bathsbeaker tongs Lifting hot beakers
• rubber cover allows tongs to firmly grasp and move beakers of all sizes
crucible tongs Holding hot crucibles
• may remove or adjust crucible lid
• holds hot evaporating dishes
• NOT designed for lifting beakers or test tubesceramic pad Providing a base to hold glassware
• sits atop a wrought-iron ring
• provides a flat surface for beakers or flasks
• sometimes called a wire gauze
scoopula Moving samples of solids
• sometimes called a spatula
• should NOT be used as a stirring rod (stirring rods should
be glass)
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The Globally Harmonized System of Classification and Labelling of Chemicals (GHS) is the United
Nations system for communicating information about the safety requirements for working with chemicals The main components of GHS are:
• a labelling system consisting of eight specialized safety icons (see below)
• training programs for people who work with chemicals
• Safety Data Sheets (SDS) providing information about chemicals
pressure carcinogen, toxicto humans irritant or narcoticeffects
People who work with chemicals are required to take GHS training with varying frequencies depending on their jobs It is possible that you or some of your classmates may have taken GHS training for a part-time job Your chemistry teacher has certainly had GHS training
As a condition of sale, a Safety Data Sheet (SDS) must be provided with every chemical purchased Your chemistry teacher has a binder full of these sheets containing hazard information and safety procedures associated with each and every chemical in your science stock rooms and elsewhere
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Quick Check
An excerpt from an SDS for hydrochloric acid solution follows the questions below This is only an excerpt An actual SDS may contain more than 15 sections, each of which may be quite detailed Read this abbreviated excerpt carefully and answer these questions
1 What GHS labels would you expect to find on hydrochloric acid?
• Potential acute health effects
• Skin Contact: Corrosive, irritant, permeation causing itching, reddening, scaling, or blistering
• Eye Contact: Corrosive, irritant causing redness, watering, and itching
• Inhalation: Irritation of respiratory tract, coughing, choking, or shortness of breath
• Potential chronic health effects
• May be toxic to: kidneys, liver, mucous membranes, upper respiratory tract, skin, eyes, circulatory system,
and teeth
4 First Aid Measures
• Eye contact: Remove contact lenses, rinse with cold water for 15 minutes, get medical attention immediately.
• Skin contact: Remove affected clothes, rinse with cold water for 15 minutes, get medical attention immediately.
• Inhalation: Remove to fresh air, if breathing is difficult; give oxygen, if not breathing; give artificial respiration.
• Ingestion: If swallowed, do not induce vomiting, loosen tight clothing, get medical attention immediately.
5 Handling and Storage
• Storage: Keep container tightly closed in a cool, well-ventilated area
6 Stability and Reactivity Data
• Is highly reactive with metals
• Reactive with oxidizing agents, organic materials, alkalis and water
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Household Hazardous Products Labels
The Consumer Chemicals and Containers Regulations (CCCR) is another example of a labelling system
that requires specific packaging and labelling of household products There are only four different
household labels These labels may be bordered in two different ways The border indicates whether the label refers to the container or the contents within the container The octagonal border refers to the contents of the labelled container while the triangular border refers to the container itself The latest household labels are as follows:
product product product container
Every chemistry laboratory has a number of items “built in” to the facility for use in case of an accident
or simply to ensure the safest laboratory operation possible It is important to know the location and instructions for operation of each of these items Table 1.1.3 summarizes important information on each of these important pieces of equipment
If you think you might need to use any of the equipment in this table for an emergency, don’t hesitate Call out to inform others of the situation and immediately use the equipment as instructed Note that any accident requiring the use of the eyewash station, safety shower, or fire blanket is likely serious enough that medical attention should be sought quickly after using the equipment
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Table 1.1.3 Laboratory Safety Equipment
Fume hood • Enclosed area equipped with fans to draw vapors out of the hood and vent them
outside
• May contain gas jets, sinks, lights, and electrical outlet
• Enclosed by a sliding safety glass window
• May store chemicals emitting toxic fumes
• Useful for venting odors, smoke, and toxic fumesEyewash station • If a chemical is splashed or spilled into the eyes, they should be held open and
rinsed continuously for 10 to 15 min Contact lenses should be removed
• Eyewash stations may be operated by pushing on a hand bar and/or a foot pedal
• Some labs may use a squeeze bottle apparatus or a piece of rubber tubing attached to a sink
Safety shower • Spills over a large portion of the body require removal of clothing and washing of
the entire region for 10 to 15 min under the safety shower
• Safety showers are operated by pulling on a ring that will begin the flow of some
200 L of water over a drained area of the lab
Fire extinguisher • Small fires such as those that occur in a beaker or a crucible usually may be
smothered by placing a ceramic pad or cover on top
• If a larger fire occurs, pull the safety pin from the top of the extinguisher, point the hose at the base of the fire, and squeeze Extinguishers operate by depriving the fire of oxygen and by lowering the temperature
• There are five classes of fires:
• Type A: wood or paper
• Type B: oil or grease (most chemicals)
• Type C: electrical equipment
• Type D: metals (such as magnesium)
• Type E: radioactive materials
• Most extinguishers contain carbon dioxide and are good for class A, B, and C fires.Fire blanket • A fire extinguisher should never be used on a person
• STOP, DROP, and ROLL is the best way to extinguish a fire involving a person A fire blanket may be used in combination with this process to smother the fire
• Fire blankets may be enclosed in a box or a cylindrical container attached to a wall,
or they may be upright An upright blanket may be wrapped around the victim while he or she is standing
Emergency gas shut off • The emergency gas shut off valve allows all gas outlets in the laboratory to be shut
off at once
• To use the shut off, turn a handle so it is perpendicular to the gas line or simply push a large red button
• At the end of the day, this valve should always be left in the off position
Spill control station • Spill control stations contain absorbent pillows to soak up spills, safety goggles and
gloves, and chemicals to neutralize acid and base spills
• Some labs simply have the neutralizing chemicals stored in a dedicated area
• Acid spills should be neutralized with sodium bicarbonate or baking soda
• Base spills should be neutralized with acetic acid or vinegar
• Neutralization is only necessary for large spills of concentrated reagents Smaller spills may simply be diluted with water and wiped up with paper towel
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First aid kit • All labs should have access to a first aid kit The kit may be stored in a common
storage area adjacent to the lab so that all teachers have easy access
• Such a kit should contain an antibiotic cream or ointment and plenty of bandages
• Burns are the most common injury in the chemistry lab While ice followed by cold water is generally enough, the kit may contain a topical anesthetic cream It is critical to ensure a student has no anesthetic allergies before using such a product
• Avoid burns from hot glass or metal by bringing your hand near the object first to test for heat
• Small cuts closely follow burns on the list of chemistry lab injuries These may be treated with the antibiotic cream and a bandage
Glass disposal container • Broken glass should never be placed in the garbage can as this presents a hazard
to the custodian
• A plastic bucket or a specially designated recyclables box can be found on a counter or the floor for the disposal of broken glassware or glass tubing
Chemical disposal • Containers clearly marked “Chemical Disposal” should be used for disposing
solutions or precipitates containing heavy metals or any other toxic chemicals
• Some organic waste may release toxic fumes Such waste often warrants its own container, which may be covered and/or placed in the fume hood
• Some chemicals such as dilute solutions of acids and bases and non-toxic salts may
be flushed down the sink with plenty of water
• The ultimate judge of correct chemical disposal is, of course, your lab instructor
Fire alarm • Though it may be in the hall outside of your lab, you must know where the fire
alarm is located
Quick Check
1 How would you deal with each of the following accidents should it occur during a lab you are performing this year? (a) While heating a small amount of alcohol in a beaker, it bursts into flame.
(b) Your partner hands you a piece of hot glass they’ve just bent after heating over a Bunsen burner.
(c) A test tube full of concentrated hydrochloric acid is dropped and broken on the floor.
2 How could you have prevented each accident from happening to begin with?
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Safety Procedures
Any time you know you will be working in the laboratory, it is important to arrive fully prepared to perform all work as safely as possible We call this lab preparedness The following are some things you should always do before you begin doing a lab
• Read the entire experiment carefully, paying close attention to any safety issues Prepare any data tables that may be required Your teacher may ask you to prepare an abstract (summary) or a flow chart before you arrive for lab
• Clear all binders, backpacks, book bags, coats, etc away from your work area
• Always wear eye protection during the laboratory period
• Wear lab aprons or lab coats if available
• Tie back long hair to keep it away from flames or chemicals
• Secure loose sleeves or jewellery to keep them away from flames or chemicals
• Consider wearing clothing made of natural fibres such as cotton and wool, as those are the most fire resistant fibres
• Do not wear open-toed shoes during laboratory work
• Be sure all equipment is in good working order Do not use chipped glassware or damaged electrical equipment
• Never attempt laboratory procedures without your instructor’s permission and direct instruction
Laboratory
Technique
There are several things that all good chemists know about using equipment and chemicals in the lab
We refer to these things as proper laboratory technique
• Always approach lab work with a business-like attitude and keep voices to a reasonable volume
• Do not consume food or drink or chew gum during laboratory period
• Never touch or taste chemicals
• Never inhale chemicals directly Use your hand to sweep odors toward you
• Bring your hand near metal or glass to test for heat Handle hot equipment with appropriate tongs, test tube holders, or mitts
• Never use open flames around flammable materials Use a hot plate or mantle
• Clamp test tubes near the top and hold at a 45° angle with constant motion and the end pointed away from everyone during heating
• Never pipette liquids directly by mouth
• Never leave heat sources unattended Turn off Bunsen burners and hot plates when not in use
• Read the labels on all chemicals at least twice Always grasp bottles on the label side so that drips
do not obscure the label
• Always use an appropriate lubricant such as glycerin when inserting glass tubing or thermometers into rubber stoppers
• When diluting chemicals, always begin with water It is particularly important to add acid to water, never the other way around
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good, or better, condition than you found it
• Sweep broken glassware into a dustpan and place it in the proper disposal container Always notify neighbors of any broken glass
• Clean up spilled chemicals immediately as outlined in Table 1.1.3 Be sure to notify neighbors of any chemical spill
• Never return unused chemical to the original stock bottle Either share it with another student or properly dispose of any excess
• Always wash glassware well with soap and a proper brush, then rinse it, and leave it to air dry
• Rinse your hands well following the use of any chemicals Wipe your lab bench with a damp paper towel when you have completed your lab
• Clean up should begin with a reasonable amount of time to allow all equipment to be washed well and replaced in the appropriate spot
• For experiments that run for more than one period, clearly label all materials and leave them in the appropriate place as instructed by your teacher
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1.1 Activity: Safety in the Laboratory
Question
Where is the safety equipment located in your chemistry laboratory?
Procedure
1 In the space below, draw an outline map of your chemistry laboratory, including every item in Table 1.1.3
2 Add at least five more items that contribute to safety in your lab
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1.1 Review Questions
1 Where is the closest fire alarm to your chemistry
laboratory?
2 Outline the route you should follow in case of a fire alarm
while you are in chemistry class
3 How many fire extinguishers are in your laboratory? What
are their classifications?
4 Knowing you have lab on a particular school day, describe
how you should dress
5 Give the name and use of each of the following pieces of
equipment:
6 List three things you should do before beginning any
chemistry experiment
7 Give three uses for the fume hood
8 What is the most common injury in the chemistry lab? How might you avoid this injury? How would you treat this injury?
9 How would you assist your lab partner in each of the following cases?
(a) Partner has spilled a chemical into his or her eyes.(b) Partner’s clothing has caught fire
(c) Partner has spilled concentrated acid onto the floor.(d) Partner took more chemical than required for the lab.(e) Partner has broken a test tube on the floor
10 What is the meaning of each of the following labels?
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11 Outline a three-step procedure for cleaning glassware at
the end of the period
12 Why should long hair always be secured back during lab?
13 Why do you suppose food and drink are not allowed during
16 Where should binders, book bags, and backpacks be stored
during the lab?
17 What is an SDS? Where might an SDS be found in your school?
18 Where would you dispose of each of the following?(a) a few milliliters of excess dilute acid
(b) a sample of heavy metal precipitate(c) an excess piece of glass tubing(d) used litmus paper
(e) a few milliliters of excess acetone (nail polish remover)
19 Give four things to keep in mind while heating a test tube half-filled with liquid
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1.2 Laboratory and Reporting Skills
Figure 1.2.1 Robert Boyle
Classify the following observations as quantitative or qualitative by placing a checkmark in the correct column Hint: Look at
each syllable of those words: quantitative and qualitative What do they seem to mean?
Observation Quantitative Qualitative
The melting point of paradichlorobenzene is 53.5°C.
Mercury(II) oxide is a deep red powder.
The density of scandium metal is 2.989 g/cm 3
Copper metal may be pulled into a wire (It is ductile.)
Silver metal forms a black layer of tarnish over time.
Zinc has a specific heat capacity of 388 J/(kg . K).
Oxygen gas supports combustion.
data You might not think of it this way, but in fact, when you observe your classmates, the classroom and your instructor, you actually are making observations and collecting data This process will inevitably lead you to make some decisions as you consider the best way to interact with this new environment Who would you like for a partner in this class? Where do you want to sit? Are you likely
to interact well with this particular teacher? You are drawing conclusions This tried and true method
of solving problems is called the scientific method
Robert Boyle pioneered the use of the scientific method (Figure 1.2.1) He was born into
a wealthy family in Ireland in 1627 He attended Eton College of England where he performed controlled experiments He recorded his work with detailed explanations of the procedure and apparatus used and carefully wrote out tabular records of his observations His records allowed him
to repeat his experiments to test the theories he developed using his scientific method In addition
to receiving credit for pioneering the scientific method, Boyle is remembered for publishing a book called the Sceptical Chymist The book put forth a new definition of the term, element and challenged the theories of alchemists such as Aristotle and Paracelsus
Different groups of scientists outline the parts of the scientific method in different ways Here is one example, illustrating its steps
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Steps of the Scientific Method
1 Observation : Involves collecting data Quantitative has numbers or quantities associated
with it Qualitative data describes qualities or changes in the quality of matter including a substance’s color, odor, or physical state Observations may also be categorized as physical, related to the color, the temperature at which the substance changes state or the density Or they may be chemical, related to the substance’s chemical reactivity or its behavior during a chemical change.
2 Statement of a hypothesis : The formulation of a statement in an “if…then…” format that
explains the observations
3 Experimentation : After making a set of observations and formulating a hypothesis,
scientists devise an experiment to determine whether the hypothesis accurately explains the observations Depending on the results, the hypothesis may be adjusted and experiments repeated collecting new observations a multitude of times
Frequently the results of an experiment differ from what was expected There are a variety of reasons this might happen Things that contribute to such differences are called sources of
error Sources of error are different from mistakes Rather, they are things we have no control over.
4 Statement of a Theory : Once enough information has been collected from a series of
experiments, a coherent set of explanations called a theory may be deduced This theory may lead to a model that helps us explain a collection of observations (Sometimes the scientific method leads to a law, which is a general statement of fact, without an accompanied set of explanations.)
3 Place a checkmark in the appropriate column to indicate whether each of the reasons for determining an incorrect mass is
a mistake or a source of error
The balance used to weigh the product was not zeroed
The product being weighed was damp
The balance used to weigh the product only reads to the
nearest centigram
Your partner read the value for a mass incorrectly
You made a subtraction error when determining the mass
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Using Scientific
Notation
Because it deals with atoms, and they are so incredibly small, the study of chemistry is notorious for using very large and very tiny numbers For example, if you determine the total number of atoms in a sample of matter, the value will be very large If, on the other hand, you determine an atom’s diameter
or the mass of an atom, the value will be extremely small The method of reporting an ordinary, expanded number in scientific notation is very handy for both of these things
Scientific notation refers to the method of representing numbers in exponential form
Exponential numbers have two parts Consider the following example:
24 500 becomes 2.45 × 104 in scientific notationConvention states that the first portion of a value in scientific notation should always be
expressed as a number between 1 and 10 This portion is called the mantissa or the decimal
portion The second portion is the base 10 raised to some power It is called the ordinate or the exponential portion.
mantissa ➝ 2.45 × 10 4 and 2.45 × 10_4 ! ordinate
A positive exponent in the ordinate indicates a large number in scientific notation, while
a negative exponent indicates a small number In fact the exponent indicates the number of 10s that must be multiplied together to arrive at the number represented by the scientific notation If the exponents are negative, the exponent indicates the number of tenths that must be multiplied together to arrive at the number In other words, the exponent indicates the number of places the
decimal in the mantissa must be moved to correctly arrive at the expanded notation (also called standard notation) version of the number.
A positive exponent indicates the number of places the decimal must be moved to the right, while a negative exponent indicates the number of places the decimal must be moved to the left.
Multiplication and Division in Scientific Notation
To multiply two numbers in scientific notation, we multiply the mantissas and state their product multiplied by 10, raised to a power that is the sum of the exponents
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Sample Problems — Multiplication and Division Using Scientific Notation
Solve the following problems, expressing the answer in scientific notation
1 (2.5 × 103) x (3.2 × 106) =
2 (9.4 × 10–4) ÷ (10–6) =
What to Think about
Question 1
1 Find the product of the mantissas
2 Raise 10 to the sum of the exponents to
determine the ordinate
3 State the answer as the product of the new
mantissa and ordinate
Question 2
1 Find the quotient of the mantissas
When no mantissa is shown, it is assumed that
the mantissa is 1
2 Raise 10 to the difference of the exponents to
determine the ordinate
3 State the answer as the product of the mantissa
and ordinate
How to Do It
2.5 × 3.2 = 8.0 (the new mantissa)
10(3 + 6) = 109 (the new ordinate)
9.4 ÷ 1 = 9.4 (the new mantissa)
10(–4 – (–6)) = 102 (the new ordinate)
Practice Problems — Multiplication and Division Using Scientific Notation
Solve the following problems, expressing the answer in scientific notation, without using a calculator Repeat the questions using
a calculator and compare your answers Compare your method of solving with a calculator with that of another student
1 (4 × 103) × (2 × 104) = _ 4 109 ÷ (5.0 × 106) = _
2 (9.9 × 105) ÷ (3.3 × 103) = _ 5 [(4.5 × 1012) ÷ (1.5 × 104)] × (2.5 × 10–6) = _
3 [(3.1 × 10–4) × (6.0 × 107)] ÷ (2.0 × 105) = _
Addition and Subtraction in Scientific Notation
Remember that a number in proper scientific notation will always have a mantissa between 1 and 10 Sometimes it becomes necessary to shift a decimal in order to express a number in proper scientific notation
The number of places shifted by the decimal is indicated by an equivalent change in the
value of the exponent If the decimal is shifted LEFT, the exponent becomes LARGER; shifting the
decimal to the RIGHT causes the exponent to become SMALLER
Another way to remember this is if the mantissa becomes smaller following a shift, the
exponent becomes larger Consequently, if the exponent becomes larger, the mantissa becomes smaller Consider AB.C × 10x: if the decimal is shifted to change the value of the mantissa by 10n
times, the value of x changes –n times.
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For example, a number such as 18 235.0 × 102 (1 823 500 in standard notation) requires the decimal to be shifted 4 places to the left to give a mantissa between 1 and 10, that is 1.823 50 A LEFT shift 4 places, means the exponent in the ordinate becomes 4 numbers LARGER (from 102 to 106) The correct way to express 18 235.0 × 102 in scientific notation is 1.823 50 × 106 Notice the new mantissa is
104 smaller, so the exponent becomes 4 numbers larger
1 6 014.51 × 10 2
2 0.001 6 × 10 7
3 38 325.3 × 10 –6
4 0.4196 × 10 –2
When adding or subtracting numbers in scientific notation, it is important to realize that we add
or subtract only the mantissa Do not add or subtract the exponents! To begin, it is often necessary to shift the decimal to be sure the value of the exponent is the same for both numbers that will be added
or subtracted Once the arithmetic has been completed, the decimal may be shifted again if required
to ensure that the mantissa is, indeed, between 1 and 10
Shift the decimal to obtain the same value for the exponent in the ordinate of both numbers
to be added or subtracted Then simply sum or take the difference of the mantissas Convert back to proper scientific notation when finished
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Sample Problems — Addition and Subtraction in Scientific Notation
Solve the following problems, expressing the answer in proper scientific notation
1 (5.19 × 103) – (3.14 × 102) =
2 (2.17 × 10–3) + (6.40 × 10–5) =
What to Think about
Question 1
1 Begin by shifting the decimal of one of the numbers
and changing the exponent so that both numbers
share the same exponent
For consistency, adjust one of the numbers so that
both numbers have the larger of the two ordinates
The goal is for both mantissas to be multiplied by
103 This means the exponent in the second number
should be increased by one Increasing the exponent
requires the decimal to shift to the left (so the mantissa
becomes smaller)
2 Once both ordinates are the same, the mantissas are
simply subtracted
Question 1 — Another Approach
1 It is interesting to note that we could have altered the
first number instead In that case, 5.19 × 103 would
have become 51.9 × 102
2 In this case, the difference results in a number that
is not in proper scientific notation as the mantissa is
greater than 10
3 Consequently, a further step is needed to convert the
answer back to proper scientific notation
Shifting the decimal one place to the left (mantissa
becomes smaller) requires an increase of 1 to the
exponent
Question 2
1 As with differences, begin by shifting the decimal of
one of the numbers and changing the exponent so
both numbers share the same ordinate
The larger ordinate in this case is 10–3
2 Increasing the exponent in the second number from
–5 to –3 requires the decimal to be shifted two to the
left (make the mantissa smaller)
3 Once the exponents agree, the mantissas are simply
summed
4 The alternative approach involves one extra step, but
gives the same answer
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Scientific Notation
and Exponents
Occasionally a number in scientific notation will be raised to some power When such a case arises, it’s important to remember when one exponent is raised to the power of another, the exponents are multiplied by one another Consider a problem like (103)2 This is really just (10 × 10 × 10)2 or (10 × 10
× 10 × 10 × 10 × 10) So we see this is the same as 10(3 x 2) or 106
dependent variable, while the other value is the independent variable For example, we might want
to measure the extension of a spring as we attach different masses to it In this case, the extension would be the dependent variable, and the mass would be the independent variable Notice that the amount of extension depends on the mass loaded and not the other way around The variable “time” is nearly always independent
The series of paired measurements collected during such an investigation are quantitative data
It is usually arranged in a data table Tables of data should indicate the unit of measurement at the
top of each column The information in such a table becomes even more useful if it is presented in the
form of a graph (“graph” is the Greek word root meaning “picture”) The independent data are plotted
on the x-axis A graph reveals many data points not listed in a data table
Once a graph is drawn, it can be used to find a mathematical relationship (equation)
that indicates how the variable quantities depend on each other The first step to determining
the relationship is to calculate the proportionality constant or slope “m” for the line of best fit
Curved graphs must be manipulated mathematically before a constant can be determined Such manipulation is beyond the scope of this course First, the constant is determined by finding the change in y over the change in x (Δy/Δx or the “rise over the run”) Then substitute the y and x variable
names and the calculated value for m, including its units, into the general equation y = mx +b The
result will be an equation that describes the relationship represented by our data
y = mx + b is the general form for the equation of a straight line relationship where m represents the slope, determined by m = fiy/fix In scientific relationships, the slope includes units and re- presents the constant that relates two variables For this reason, it is sometimes represented by a K.
Practice Problems — Addition and Subtraction in Scientific Notation
Solve the following problems, expressing the answer in scientific notation, without using a calculator Repeat the questions using
a calculator and compare your answers Compare your use of the exponential function on the calculator with that of a partner
1 8.068 × 108 2 6.228 × 10–4 3 49.001 × 101
–4.14 × 107 +4.602 × 10–3 + 10–1
Quick Check
Solve the following problems, expressing the answer in scientific notation, without the use of a calculator Repeat the problems
with a calculator and compare your answers.
1 (10 3 ) 5 2 (2 × 10 2 ) 3 3 (5 × 10 4 ) 2 4 (3 × 10 5 ) 2× (2 × 10 4 ) 2
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The three most common types of graphic relationships are shown in Figure 1.2.2
Direct: y = Kx Inverse: y = K/x Exponential: y = Kxn
(y and x increase in (as x increases, y decreases) (as x increases, y
direct proportion) increases more quickly)
Figure 1.2.2 Three common types of graphic relationships
Sample Problem — Determination of a Relationship from Data
Find the relationship for the graphed data below:
What to Think about
1 Determine the constant of proportionality (the slope) for
the straight line To do this, select two points on the line of
best fit
These should be points whose values are easy to determine
on both axes Do not use data points to determine the
constant
Determine the change in y (Δy) and the change in x (Δx)
including the units
The constant is Δy/ Δx
2 The relationship is determined by subbing in the variable
names and the constant into the general equation, y = Kx +
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Practice Problem — Determination of a Relationship from Data
Examine the following graphs What type of relationship does each represent? Give the full relationship described by graph (c)
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1.2 Activity: Graphing Relationships
Question
Can you produce a graph given a set of experimental data?
Background
A beaker full of water is placed on a hotplate and heated over a period of time The temperature is recorded at regular intervals
The following data were collected
Temperature ( o C) Time (min)
1 Use the grid above to plot a graph of temperature against time (Time goes on the x-axis.)
Results and Discussion
1 What type of relationship was studied during this investigation?
2 What is the constant (be sure to include the units)?
3 What temperature was reached at 5 minutes?
4 Use the graph to determine the relationship between temperature and time
5 How long would it take the temperature to reach 80°C?
6 What does the y-intercept represent?
7 Give a source of error that might cause your graph to vary from that expected
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1.2 Review Questions
1 Use the steps of the scientific method to design a test for the following hypotheses:
(a) If a person takes vitamin C daily, then they will get fewer colds
(b) If cyclists ride titanium bicycles, then they will win more races
2 Complete the following table for the listed observations by checking the appropriate columns
Freezes at 52.0°C
Dissolves in ethylene glycol
Fractures into cubic crystals
5.4 mol dissolve in each liter
3 Complete the following table for the listed observations by checking the appropriate columns
Attracts to a magnet
Changes to Br2(l) at –7.2°C
Has a density of 4.71 g/mL
Is a bright orange solid crystal
4 Convert the following numbers from scientific notation to expanded notation and vice versa (be sure the scientific notation is expressed correctly)
3.08 × 104
9604.75 × 10–3
0.000 4840.0062 × 105
5 Give the product or quotient of each of the following problems (express all answers in proper form scientific notation) Do not use
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6 Give the product or quotient of each of the following problems (express all answers in proper form scientific notation) Do not use
7 Solve the following problems, expressing the answer in scientific notation, without using a calculator Repeat the questions using
a calculator and compare your answers
(a) 4.034 × 105 (b) 3.114 × 10–6 (c) 26.022 × 102
–2.12 × 104 +2.301 × 10–5 + 7.04 × 10–1
8 Solve the following problems, expressing the answer in scientific notation, without using a calculator Repeat the questions using
a calculator and compare your answers
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11 Use the grid provided to plot graphs of mass against volume for a series of metal pieces with the given volumes Plot all three graphs on the same set of axes with the independent variable (volume in this case) on the x-axis Use a different color for each graph
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12 Use the grid provided to plot two separate graphs, (a) and (b), for each the following sets of data Be sure to draw a smooth curve through the points Indicate the type of relationship represented by each graph
Initial Rate (y)
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13 Many science departments use a still to produce their own distilled water Data representing the volume of distilled water
produced over a particular period of time might look like the data shown in the table
Volume of
Distilled Water
(L)
Distillation Time (h)
(a) Plot these data Where should time be plotted?
(b) Determine the constant for your graph Show all work on the graph
(c) Determine the relationship between volume and time
(d) Assume the still was left on overnight What volume of water would be collected if a period of 14 h passed?
(e) How long would it take to produce 12.5 L of water with this still?