Content overview for the opening unit of the Intro Chemistry class.

1. What’s the Matter?
Introductory Chemistry
Canadian Academy
MrT

2. Unit Questions: “How and why does organisation happen?”
Enduring Understanding: Systems are organised.
Areas of interaction:
Human ingenuity
Developing methods for classification, measurement and hypothesis testing leads to
learning.
Criterion Assessment Tasks
C: Knowledge & Understanding Unit Test
B: Communication in Science KA & BBP Science Show and blog post
D: Scientific Inquiry
E: Processing Data
Intensive or Extensive? (D)
Determining Density (D & E)
Matter and Measurement
• Data collection relies upon instruments that have uncertainties.
• Materials can be measured and classified in a variety of ways.
• Ideas and materials can be classified in a variety of ways.
• Materials can be measured in a variety of ways.

3. Rule #1:
Make Good Decisions
Should we need any more?

4. Make Good Decisions
• All our resources are on GoogleSites: is.gd/ChemTaylor
• We will use Quia a lot for formative, content-checking work.
• All tasks are reported in PowerSchool.
• Powerschool tasks have dates, which you can subscribe to in iCal.
• Most work will be collected on Turnitin.com or through blogposts.
• Use APA for referencing in ALL tasks.
• My due dates are almost always 9pm. You need to get to bed.
• We use a lot of class time for assignments. Make good use of it.
• If you miss class, come as soon as possible to catch up.
• I’m always available to help.
• Be responsible and safe on social media. Protect your online reputation.
• Treat yourself, our working environment and others with respect.
• Work safely. Always ask if you are unsure.

5. Quick Lab Orientation
Where is/are
the…?
Fire extinguisher?
Fire blanket?
Eye-wash station?
Telephone?
Goggles?

6. Safety Rules
1. Listen to & read all instructions carefully. Act on them.
2. Be a role model for others. Don’t mess around.
3. Wear goggles at all times in lab work.
4. Never eat or chew gum in class.
5. Do not come or work in here without supervision.
6. Wash your hands regularly.
7. Be careful.
8. Report all accidents immediately. Do not try to clean up broken glass.
9. Always ask if you are unsure about a task or instruction.
10.Dispose of all chemicals and used materials carefully.

7. Work ModeUse only the apps required
for the task at hand.
Work efficiently in
class, so that your
own time is your own!
Laptops ClosedGive your full attention to the
task, teacher or your group.
We will use technology a lot in our class,
including laptops, dataloggers and smartphones.
Please come charged and prepared.
We’ll use them sometimes…

8. Our first mission: Science Show!
Hi Grade 9 Chemistry Students,
Our KA and BBP students are investigating water
and its changes, properties and uses. They would
love for you to show them some fun
demonstrations of how water changes from a
solid to a liquid to a gas. We need the
demonstration to last 20 minutes and be
repeated—the more colorful and dramatic, the
better! Do you think you can help?
Many Thanks,
Mrs. Born and Mrs. White
Canadian Academy inspires students to inquire,
reflect and choose to compassionately
impact the world throughout their lives.

9. Hi Grade 9 Chemistry Students,
Our KA and BBP students are investigating water
and its changes, properties and uses. They would
love for you to show them some fun demonstrations
of how water changes from a solid to a liquid to a gas.
We need the demonstration to last 20 minutes and
be repeated—the more colorful and dramatic, the
better! Do you think you can help?
Many Thanks,
Mrs. Born and Mrs. White
Goal: Learn about properties of water and
prepare some fun demonstrations
Role: Science show performers
Audience: Students aged 3-5
Scenario: You are responsible for informing
younger students about water!
Product: A demonstration of 3 minutes, with explanation,
that can be repeated.
Criteria: F - Attitudes in Science for the show,
B – Communication in Science for the show and the blog post.
“States of Matter” Science Show & Blog Post
Group 1 Group 2 Group 3 Group 4 Group 5
Jacky Nyeong-Min Ryota Madeleine Helen
Justin O Kelsey Avi Preetpal Saifullah
Justin T Paula Young-Jae Choryon Lucas
Joesh Tamanna Andy

10. “States of Matter” Science Show & Blog Post
Group 1 Group 2 Group 3 Group 4 Group 5
Jacky Nyeong-Min Ryota Madeleine Helen
Justin O Kelsey Avi Preetpal Saifullah
Justin T Paula Young-Jae Choryon Lucas
Joesh Tamanna Andy
Some ideas:
• why does boiling water ‘bubble’?
• why does the mirror ‘steam up’?
• cloud in a bottle
• ice-cube melting race & blue ice cubes
• heating copper sulphate
• sublimation
GoogleDoc: http://goo.gl/QJYso
Today:
• Pick a topic, research and plan the
demonstration.
• Practice if you can.
Tomorrow:
• Practice and perfect
Friday: present

11. “States of Matter” Science Show & Blog Post
Group 1 Group 2 Group 3 Group 4 Group 5
Jacky Nyeong-Min Ryota Madeleine Helen
Justin O Kelsey Avi Preetpal Saifullah
Justin T Paula Young-Jae Choryon Lucas
Joesh Tamanna Andy
1. Check the assessment criteria and set up your own
task-specific clarifications
2. Practice! It needs to be:
• Clear
• Interesting
• About 3 minutes.

12. “States of Matter” Science Show & Blog Post

13. “States of Matter” Science Show & Blog Post

14. Science Show for KA & BBP
Reactions to practice and prepare for the 4-5 year-olds:
1. Elephant’s toothpaste
2. High-Five Glove
3. Traffic Lights Cylinders
4. Red and Blue Convection Liquids
5. Exploding Bubbles (Mg, HCl and soap)
Assessment:
• Criterion F Attitudes in Science on the day
• Criterion B Communication in Science (blog post, presentation)
• Further instructions on the GoogleDoc

15. The Language of Chemistry
Adapted from the IBDP Chemistry data booklet

16. The Language of Chemistry
Adapted from the IBDP Chemistry data booklet

17. 17
Interpreting
Rearranging
Comparing
Storage
Preparation
Storage…
sometimes
branched,
sometimes as
separate
fragments
Events
Observation
s
Instructions Perception
Filter
Working Memory Long-term Memory
Feedback loop for perception filter
How do we learn?
From “Cultured Pearls of Tasty Truffles: Teaching chemistry for the 21st Century”, by Bill Byers
http://www3.ul.ie/~childsp/CinA/Issue66/TOC20_truffles.htm
and why do we need to practice?
So…
• Review, ask questions, practice
• Come back to it later, has it stuck?
• Think about measurement and error in all your lab work

18. 18
Measurement & Error
• Distinguish between quantitative and
qualitative data
• State SI units of measurement for mass,
length, concentration, temperature,
density and other values
• Distinguish between accuracy and
precision
• Determine the uncertainty of digital and
analogue measuring tools
• Calculate the % error of a given or
recorded set of values
• State and calculate values to appropriate
numbers of significant digits
http://www.slideshare.net/gurustip/measurement-error

19. 19
Experimentation
• Identify independent, dependent and controlled variables
• Outline the Scientific Method
• Demonstrate correct and safe use of lab equipment

20. Scientific Method diagram from Mark Bishop’s excellent resources at: http://preparatorychemistry.com/
The Scientific Method

21. Pour silver nitrate over
the copper mesh.
Add MnO2 to the H2O2
Add NaHCO3 to the HCl
Add Mg to the HCl
Scientific Method Lab
Make qualitative observations
Design 1 investigation

22. Forming and Testing Hypotheses
Mg(s) + HCl(aq) ? H2O2(aq) ) ? NaHCO3(s) + HCl(aq) ?
1. Take three small conical flasks. Add a small amount of the solid & solution.
2. Cover the top and observe the reaction. Make notes on your observations.
3. When the reaction is finished, put a splint into the flask. What happens?
1. Why do the flames behave differently? Suggest a hypothesis for each.
2. How could you test the hypothesis?
flame glowing flame
MnO2(s)

23. NaHCO3(s) + HCl(aq) ?
Forming and Testing Hypotheses
Mg(s) + HCl(aq) ? H2O2(aq) ) ?
1. Take three small conical flasks. Add a small amount of the solid & solution.
2. Cover the top and observe the reaction. Make notes on your observations.
3. When the reaction is finished, put a splint into the flask. What happens?
1. Why do the flames behave differently? Suggest a hypothesis for each.
2. How could you test the hypothesis?
flame glowing flame
MnO2(s)
Lab working notes:
• Make sure your area is clean
• Clean the glassware you will use before you use it
• Goggles on, hair tied up. Do not inhale fumes.
• Don’t remove reagents from the prep desk
• Work safely
• Clean everything up with plenty of water – keep goggles on!

24. Forming and Testing Hypotheses
Mg(s) + HCl(aq) ? H2O2(aq) ) ?
1. Take three small conical flasks. Add a small amount of the solid & solution.
2. Cover the top and observe the reaction. Make notes on your observations.
3. When the reaction is finished, put a splint into the flask. What happens?
1. Why do the flames behave differently? Suggest a hypothesis for each.
2. How could you test the hypothesis?
flame glowing flame
MnO2(s)
Make observations of the reactions as you work.
What variables can you identify?
What might you be able to change or to measure?
NaHCO3(s) + HCl(aq) ?

25. The Reactions
Mg(s) + 2HCl(aq) H2(g) + MgCl2(aq)
2H2O2(aq) O2(g) + 2H2O(l)
NaHCO3(s) + 2HCl(aq) NaCl(aq) + H2O(l) + CO2(g)
MnO2(s)
hydrogen explodes!
oxygen reignites the flame
carbon dioxide extinguishes the flame
The formula equations below show the reactions.
They are balanced and have (state symbols).

26. Identifying and Manipulating Variables
Choose one of the reactions and suggest a simple research question that will allow you
to investigate the effect of one variable (independent) on one other (dependent).
Research question:
“How does changing ________________ affect
_____________ when
_________________________________________?”
Independent Variable:
Units: Increments (min 5):
Dependent Variable:
Units: Method for measuring:
Variable Possible Impact Method for control
Controlled Variables:

27. What’s an Increment?
We need to make our set of data
Quantitative and Continuous
Based on numerical measurements
The Independent Variable is on a scale, so
we can plot trends and deduce patterns.
Example: “How does changing the concentration of HCl in the reaction with Mg
affect the volume of H2 gas produced?“
Concentration HCl (M) Water (ml) 2M HCl (ml)
0 20 0
0.5
1 10 10
1.5
2 0 20
We can dilute known concentrations of a solution to make them weaker.
This easily gives a range of increments of the same variable.
total volume
stays the same

28. 28
Self and peer-assess for this task.
*We will practice the other strands of Criterion D: Scientific Inquiry in our lab on
Determining Density.
Criterion D: Scientific Inquiry (design strands*):

29. 29
Matter & Properties
• Distinguish between elements, mixtures and compounds
• Identify and locate common elements on the periodic table
• Describe changes in phase (state)
• Distinguish between homogeneous and heterogeneous mixtures
• Explain how to separate mixtures experimentally
Properties
• Distinguish between physical and chemical properties of matter
• Distinguish between intensive and extensive properties of matter
Changes
• Distinguish between chemical and physical changes
• State that boiling, freezing, melting, condensing and sublimation are examples of
physical changes
• State that changes in colour, temperature, precipitate formation, odor and gas
formation are examples of indicators of chemical change
• State & apply the Law of Conservation of Mass

30. 30
Matter & Properties
Diagram from: http://www.m2c3.com/chemistry/VLI/M1_Topic2/M1_Topic2_print.html

31. 31
What’s the Matter?
Work through this interactive video from the BBC.
put the subtitles on
Link for the video: http://goo.gl/Olqyg
Quia Quiz: http://www.quia.com/quiz/3822756.html
1.4 Matter & Properties

32. Elements, compounds and mixtures
Elements are made of
atoms.
Elements are the simplest
type of substance. They
cannot be broken into
other substances.
Compounds consist of
two or more elements
that are chemically
bonded to each other,
e.g carbon dioxide.
These are both molecules.
Molecules are two or more
atoms that are chemically
joined.
But this (e.g. O2) is also still
an element.
Mixtures are two or more
elements and/or compounds that
are together but are not
chemically bonded.
Air is a mixture of N2, O2, CO2 and
other gases.
Homogenous mixtures, such as
solutions (HCl or salt water), have
molecules evenly distributed.
Heterogeneous mixtures, such as
mixed-up powders, the oceans or
soup, are not evenly distributed.

33. What do you see here?
A B C D E
G
F

34. 34
Properties of Matter How does the substance behave?
Physical vs Chemical
Physical properties can be observed
without producing a new substance.
Colour, temperature, melting point, boiling
point, electrical conductivity, magnetism.
Chemical properties can only be
observed as a result of chemical change.
Reactions to light, heat, acid or water.
Heat production, colour changes.
Intensive vs Extensive
Intensive properties are independent of
sample size.
They don’t change if you add more
substance!
Colour, melting point, boiling point,
electrical conductivity.
Extensive properties depend on sample size.
They do change if you add more substance!
Mass, volume, pressure in a fixed container.
What about density? We’ll do a lab to find out.

35. 35
Mixtures
Homogeneous vs Heterogeneous
Components are evenly distributed
through the mixture.
Components are not evenly distributed
through the mixture.
“same” “different”
Diagram from: http://www.m2c3.com/chemistry/VLI/M1_Topic2/M1_Topic2_print.html
Homogeneous examples:
• solutions
• gases in the air
Heterogeneous examples:
• soup!
• unevenly mixed solids

36. 36
Separating Mixtures We can separate mixtures based on the
properties of the components.
Chromatography will separate differently-
sized molecules in a solution.
Filtration can be used to separate large
particles from smaller particles or a solution.
Evaporation can be used to separate solutes
from a solvent in a solution.
Magnetism could be used to separate a
magnetic substance from non-magnetic
substances.
Distillation can be used to separate a mixture
of two liquids with different boiling points
(this is how we get petrol/gasoline from oil).
Watch through this interactive BBC
animation (10 mins): http://goo.gl/uVfoO

37. The Language of Chemistry
Adapted from the IBDP Chemistry data booklet

38. 38
Changing Phase
Phases (states) of matter:
• Solid, liquid, gas, plasma
Phases diagram from: http://en.wikipedia.org/wiki/Phase_transition
Phases animation from:
http://mutuslab.cs.uwindsor.ca/schurko/animations/waterphases/status_water.htm

39. Properties & Changes Lab Jurin
Jared
Sanam
David
Kirara
Yota
Jack
Nadine
Matthew
Nozomi
Sae Jung
Sedge
Eri
Cedric
Wheemin
Mahima

40. Properties & Changes Lab Jurin
Jared
Sanam
David
Kirara
Yota
Jack
Nadine
Matthew
Nozomi
Sae Jung
Sedge
Eri
Cedric
Wheemin
Mahima

41. 41
Determining Density Lab
Add pieces one at a time to the balance, recording
the cumulative mass.
Fill a 100ml graduated cylinder to 60ml.
Add the pieces (without splashing) one-by-one to the
cylinder.
Record cumulative displacement each time.

42. Is density an intensive or an extensive property?
Volume ( ) (± )
Mass
(
)
(±
)

43. 43
Design an experiment to test whether a property of a substance is intensive or extensive.
• Independent variable, Dependent variable, controlled variables.
• Identify 5 increments of the independent variable
• How will you measure the dependent variable?
• Hypothesis: make a prediction with scientific reasoning.
• Controlling the variables: what needs to stay the same? Why? How?

44. Law of Conservation of Mass
“Matter can neither be
created nor destroyed”
reactants products
+
There will always be the same number of atoms of products as there were in the
reactants. In a closed system, these will not escape, so the mass of each side should
remain unchanged.
What happened to some of the gas-producing reactions in the properties
and changes lab when the system was not closed? Why?

45. For more resources.
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