▲

This tiny work of art, called the

“Stadium Corral,” is made out of
iron atoms placed on a copper
surface. The corral is only a billionth
of a metre across.

2
 Key Ideas

Atomic theory explains the

1 composition and behaviour
of matter.

1.1 Safety in the Science

Classroom
1.2 Investigating Matter
1.3 Atomic Theory

2 Elements are the building

blocks of matter.

2.1 Elements
2.2 The Periodic Table and Chemical
Properties
2.3 The Periodic Table and Atomic
Theory

3
Elements combine to form
compounds.

3.1 Compounds
3.2 Names and Formulas of Ionic
Compounds
3.3 Physical and Chemical Changes

3
 Water: we drink it, bathe in it, and grow crops in it. When it is in
its liquid state, we play in it, like the kayaker shown here. When it
is in its solid state we can ski, skate, and walk across it. Regardless
of what state water is in, the tiny particles that make up water stay
the same.
Unfortunately, we sometimes add pollutants to water, such as
when we mishandle sewage wastes, dump inappropriate chemicals
Wastewater can contaminate fresh water sources
down our sinks, or allow toxic effluents from industry to mix with
the water in our streams and lakes.
You may have heard of pollutants such as dioxins, methyl
mercury, and lead. All of these chemicals are dangerous water
contaminants that can cause disease, nerve damage, and cancer.
There are places where these contaminants, as well as others, are
present in community water supplies. Thankfully, research is
providing new solutions for purifying contaminated water.

4 MHR • Unit 1 Atoms, Elements, and Compounds

 In nature, water is purified as it evaporates from the salty
oceans and falls back to Earth as pure rainwater. The ground
itself is a water filter. Water can flow hundreds of kilometres
underground through sand and gravel formations and be
cleaned in the process. Forests and woodlands act as natural
sponges by slowing water flow, allowing microbes to absorb
chemicals, purifying the water. Certain chemicals in the rocks
can even destroy some harmful pollutants.
Lee Wilson is an award winning research chemist and a
member of the Canadian Métis community. The first person
from his village to earn a PhD in chemistry, he applies his
understanding of the properties of matter to solving the
problem of contaminated water.
Wilson’s research involves developing materials with Lee Wilson
microscopic holes just the right size to trap the particles of
pollutants but still let the particles of clean water pass through.
Different-sized pores can be manufactured to capture different internet connect
sizes of pollutants.
Imagine being able to place a pump into polluted water Find out more about the work
and out of the other end comes water fit to drink. Now of Lee Wilson and his
imagine being able to do this for an entire village or town. In colleagues. Visit
a world where clean water is in short supply, ways to make www.bcscience9.ca.
water clean and keep it clean will always be in demand.

Combining Chemicals Find Out ACTIVITY

In this activity, you will describe the changes that occur 3. Add the raisins to the beaker. Record your
when various chemicals are combined in a beaker. observations.
4. Slowly add the 25 g of baking soda to the beaker.
Materials
Immediately record your observations and then
• 400 mL beaker describe any changes that occur at 1 min, 3 min, and
• 50 mL water 5 min.
• 150 mL vinegar
What Did You Find Out?
• 5 raisins
1. List and describe the different changes you observed
• 25 g baking soda in the beaker.
What to Do 2. What happened to the solid baking soda that you
added to the beaker?
1. Pour 50 mL of water into the 400 mL beaker.
3. Describe and explain what happened to the raisins
2. Add 150 mL of vinegar to the beaker of water.
after the baking soda was added.
Record your observations.

Chapter 1 Atomic theory explains the composition and behaviour of matter. • MHR 5
 he original Mona Lisa was created with oil paints that were loaded onto a
T brush and smoothed across a canvas surface. The paints’ properties of
colour, lustre, and ability to spread made them ideal for 16th century paintings.
Today’s artists also use the properties of matter in their work. The brilliance of
this updated Mona Lisa comes partly from neon, a gas that has the property of
glowing when an electric current is passed through it. Atomic theory helps to
explain the composition and behaviour of matter and how we can use its
properties in both science and art.

6 MHR • Unit 1 Atoms, Elements, and Compounds

 FOLDABLES TM
Reading & Study
Skills

Make the following Foldable and use it to take

notes on what you learn in Chapter 1.

What You Will Learn STEP 1 Fold a sheet of

large paper to
form four columns
In this chapter, you will
and three rows.
• explain the three states of matter using the
kinetic molecular theory
• identify physical properties of matter STEP 2 Label the columns as shown below.
• describe the development of the atomic Chapter Solid Liquid Gas
1
theory
• identify and describe three subatomic
particles that make up an atom

Why It Is Important STEP 3 Label the rows “Physical Properties”

and “Kinetic Molecular Theory.”
Matter can appear in many forms. One way
scientists try to understand matter is by STEP 4 Use the table to take notes on each
studying its properties. Another way is by using state of matter.
models to describe the nature of matter itself. Chapter Solid Liquid Gas
Both methods enrich our understanding of the 1

physical world. Physical

Properties

Kinetic
Molecular
Theory

Skills You Will Use

Organize As you read this chapter, use
In this chapter, you will your Foldable to organize your notes on the
• work co-operatively and safely in a physical properties and the kinetic molecular
theory as they relate to the states of matter.
laboratory setting
On the back of the Foldable, sketch a time line
• observe differences in the properties of
and use it to describe the development of the
various substances
atomic theory, and include information on the
• explain subatomic particles based on their identification of subatomic particles.
properties and location in an atom
• use models to understand the structure of
matter

Chapter 1 Atomic theory explains the composition and behaviour of matter. • MHR 7
 1.1 Safety in the Science
Classroom
Safe practice in the science lab includes knowing how to behave safely during lab
activities and what to do in an emergency. Lab safety rules restrict certain kinds of
activities, such as horsesplay or eating during a lab. But they also make it possible
for you to safely carry out investigations that contain an element of risk. Warning
labels are used on commercial, industrial, and home products that contain hazardous
chemicals. Several labelling systems are used, including the Workplace Hazardous
Materials Information System (WHMIS).

Words to Know Welcome to the science laboratory! In this unit, you will gain experience
observing and controlling changes in matter. Experimenting is a central
hazard symbol part of science, and no study of chemistry is complete without it (Figure
WHMIS 1.1). In all activities, you must make safety the first priority. Remember to
stay alert in experiments and watch out for your safety and the safety of
others.

Make Safety Your First Priority

You need to be careful and considerate in the laboratory. But more than
good behaviour is required. To be able to work safely and with
confidence, you must have the right kind of knowledge, an awareness of
what is happening, and an ability to act.
You need to know safety rules before you start a science activity. This
knowledge helps you prevent accidents. For example, to prevent broken
glass or a chemical damaging your eyes, wear safety eyewear.
Know and follow the safety rules in your lab and know what to do in
an emergency. General rules about safety are explained in this section.
Your teacher will help
you apply the rules to
your science classroom.
You need to be
aware of safe
procedures while you
are doing your lab
activity. Be careful of
what you are doing and
also of what others are
doing.

Figure 1.1 Many

discoveries in chemistry are
based on experiments done
in laboratories.

8 MHR • Unit 1 Atoms, Elements, and Compounds

 You can put your knowledge and awareness to good use by acting to
prevent or deal with an accident. Most accidents can be prevented. When
you spot an emergency, first call out a general warning loud and clear, Did You Know?
such as “Fire!” or “Help!”—and then take action.
Accident rates for workers in
In an emergency, you do not need permission to use emergency
British Columbia are highest for
equipment—just recognize the emergency and take action. Always act young and newly hired
first to protect yourself and others from harm. To do this, you need to employees. This is because safe
know where the emergency equipment is in your lab and how to use it. skills need to be learned and
Your teacher will show you. practised until they become
second nature.

1-1A Science Lab Safety Think About It

Safe lab procedures include anticipating dangers and 2. Make a three-column table. In the first column, list
recognizing them when they occur. In this activity, you the unsafe practices you have identified. In the
will identify unsafe practices shown in the illustration. second column, list an injury that might occur as a
Some are obvious, while others are more subtle. Try to result of each practice. In the third column, suggest a
find as many as you can. safer, better way to carry out each procedure.

What to Do What Did You Find Out?

1. Work with a partner. Identify as many unsafe 1. Share your observations with your class.
practices as you can find in the illustration. 2. Add to your list any observations another group
made that you had not already identified.

Chapter 1 Atomic theory explains the composition and behaviour of matter. • MHR 9
 Rules to Help You Stay Safe
Rules for safe conduct in the lab are based on common sense and
knowledge of safe lab practices and procedures. Keep in mind that careful
and orderly behaviour is not just good manners, it protects you and
others from dangerous situations that might occur.
Here is a list of safety rules that apply to all lab work in science.

Safety Rules for the Science Lab

General Glassware
1. Always work under supervision and only on 10. Never use broken or chipped glassware.
approved activities. Never change a Dispose of it in a “sharps” bucket or as
procedure without your teacher’s your teacher directs. Use clean glassware,
permission. and after use wash it, or put it in an
2. Make sure you know the procedure and approved place to soak.
have read it over before you start an
Chemicals
experiment.
11. Know the safety precautions and hazards
3. Make sure you know how to use your lab
for all chemicals you are using before you
equipment properly before you start an
start your lab.
experiment.
12. If you come in contact with a substance,
4. Always use appropriate protective
wash the affected area immediately and
equipment, such as a lab apron or protective
thoroughly with water. If you get anything
eyewear. Tell your teacher if you are wearing
in your eyes, do not touch them. Wash
contact lenses.
them immediately and continuously for
5. Do not wear loose clothing, sandals, or 15 minutes and inform your teacher.
open-toed shoes.
6. Do not eat, drink, or chew gum in the
laboratory.
7. Never engage in horseplay.
8. Know the location and use of all emergency
equipment and emergency
exits (Figure 1.2).
9. In case of an emergency, follow procedures
your teacher has taught you. Use whatever
emergency equipment is appropriate to
respond to the emergency. Act immediately
to protect people first and then equipment.

Figure 1.2 Know

when to use a fire
alarm. Know where the
fire extinguisher is in
your classroom.

10 MHR • Unit 1 Atoms, Elements, and Compounds

 13. Hold containers away from your face 20. When diluting a concentrated acid with
when pouring liquids. water, add the acid to the water, not the
14. Read labels on containers. Never use a water to the acid. This prevents sudden
chemical from a container that does not overheating of the water.
have a readable label. Take it to your
Hot Plates and Open Flames
teacher.
21. Handle hot objects carefully. Be especially
15. When in the lab, never put anything in
careful with a hot plate even if it looks as
your mouth such as fingers, equipment,
though it has cooled down.
hair, pencils, or chemicals that you are
working with, even if they are food items. 22. Know how to light and operate a Bunsen
burner.
16. Never return a chemical to its original
container. Doing this could contaminate 23. Tie back long hair and avoid fuzzy
the original stock. clothing and long sleeves when you are in
an area with open flames.
17. Never put any chemical down the sink or
into the garbage without permission. 24. Never leave an open flame unattended,
even for a moment. Assign someone else
18. Clean up any spills according to your
to watch it, or turn the flame off.
teacher’s instructions.
19. If you are asked to smell a substance, Electrical Equipment
never smell it directly. Hold the container 25. Make sure your hands are dry when
at arm’s length and waft fumes toward touching electrical cords, plugs, or
you. Gradually bring the container closer sockets.
to your nose until you can smell the fumes 26. Pull the plug, not the cord, when
safely (Figure 1.3). unplugging electrical equipment.
27. Report frayed cords and any other
damaged equipment to your teacher.
28. If any electrical component becomes hot
during an activity, disconnect the circuit
immediately.

Figure 1.3 Never smell anything in the lab directly.

Always waft the fumes toward your nose.

Reading Check
1. What do you need to know before you start a science activity?
2. What should you do if you begin using a piece of glassware and then
discover it has a small chip or nick in it?
3. Explain what is incomplete about the following rule: Never taste a
chemical.
4. What should you do with a chemical container that has a label you
cannot read?
5. Describe the safe way to smell a substance.

Chapter 1 Atomic theory explains the composition and behaviour of matter. • MHR 11
 WHMIS Symbols
An important safety step when using any chemical, whether around the
home, in the lab, or in the workplace, is to check the warning symbols on
the container. The Workplace Hazardous Materials Information
System (WHMIS) is used to ensure that everyone has access to
appropriate safety information about any hazardous substance they may
encounter that is manufactured and sold. In this system, eight symbols
provide easy-to-read warnings. A chemical container may have one or
more of the symbols shown in Figure 1.4.

Compressed gas Flammable and Oxidizing Poisonous and infectious

combustible material material causing immediate
material and serious toxic effects

Poisonous material Biohazardous Corrosive Dangerously

causing other toxic infectious material material reactive material
effects
Figure 1.4 WHMIS symbols

Other Safety Hazard Symbols

Many products ranging from household cleaners to spray paints are
labelled with another type of safety hazard symbol (Figure 1.5). You may
have noticed these symbols on products used at home in the laundry
room or with garden equipment. Each hazard symbol provides two kinds
of warnings:
• whether the hazard is the container or its contents, shown by the
shape of the border
• the type of hazard—explosive, corrosive, flammable, or poisonous—
shown by an image at the centre of the symbol

The Borders The Hazards

Explosive
Dangerous Container Flammable
This symbol means that the
The border that looks like a container can explode. If it is This symbol means that the
traffic yield sign means that punctured or heated, pieces product will catch on fire
the container is dangerous. can cause serious injuries, easily if it is near sparks,
especially to the eyes. flames, or even heat.

Poisonous
Dangerous Product Corrosive
This symbol means that the
The border that looks like This symbol means that the
product will cause illness or
a traffic stop sign means product inside the container
death if you eat or drink it. For
that the contents of the will burn the throat or
some products, just smelling or
container are dangerous. stomach if swallowed and will
licking them is enough to
burn skin or eyes on contact.
cause serious harm.

Figure 1.5 Watch for these symbols on products you use at home as well as those you see in the lab.

12 MHR • Unit 1 Atoms, Elements, and Compounds

 Reading Check
1. What does WHMIS stand for?
2. Name the hazard that each WHMIS symbol below identifies.
There is a Material Safety
(a) (b) (c)
Data Sheet (MSDS) for
every chemical used in
school classrooms. Find out
what an MSDS is. Read the
3. Identify each of the following hazard symbols. MSDS for bleach or
(a) (b) (c) another chemical of your
choice. Start your research
at www.bcscience9.ca.

1-1B Safety Guidelines for Your Lab Think About It

In this activity, you will select a safety rule listed on Part 2

pages 10 and 11 or one provided by your teacher and 4. Work in pairs or small groups to develop a set of
create a poster illustrating the rule. Share your poster safety guidelines that could be used as a safety
with your classmates and then develop safety guidelines contract for the students in your classroom. Your
customized for your classroom. guidelines should incorporate the following.
• information from the class posters and
BC Science 9
What to Do
• information specific to your class about location
Part 1 of safety equipment and procedures for
1. Select a safety rule. Think about a way to show the evacuation
rule visually, such as using an image similar to • other information to ensure safe and responsible
direction signs in airports or using a short phrase. ways of working in your class
2. On a sheet of paper, draw a poster that has strong 5. Share your contract with several other groups.
visual impact and will be a good reminder of one
particular rule. Make sure the poster can be read
from at least 3 m away. What Did You Find Out?
3. Present your poster to the class, explaining the rule 1. How could you improve your safety poster?
and your choice of illustration. 2. (a) How could you improve your safety contract
based on what other groups have included in
their contracts?
(b) Make your refinements and sign your contract.

Chapter 1 Atomic theory explains the composition and behaviour of matter. • MHR 13
Chemistry in a House Fire than the fire and can trigger a carbon monoxide detector
alarm. Early detection means you can be alerted to the
Your school has fire drills so you can practise fire safety.
fire before the flames get near you.
But fire safety is important in the home as well. Fire
departments around the province recommend that your The chemicals in paint, furniture fabric, carpeting, and
family have a fire safety plan for your home. insulation are considered safe under normal conditions.
However, when these materials are heated in a fire they
How can you make your home as safe as possible?
release poisons that can quickly make a person lose
Keep flammable clutter out of hallways, have functioning
consciousness.
smoke and carbon monoxide detectors, and keep fire
extinguishers in the kitchen, laundry room, and garage. If a fire does break out in your house, you need to get
You should also plan and practise escape from every out immediately using an escape plan you have practised.
room in your house. Do not run. If your clothes catch fire, STOP! DROP! and
ROLL! To exit through smoke, crawl low with your face
If trouble should occur, flesh burns are not the only
near the floor so you breathe in the cleanest and coolest
worry. When a home burns, many hot gases are
air. Meet other family members outside and check that
generated. These are collectively called toxic fumes.
everyone is safe. Never go back into a burning house. And
“Toxic” means poisonous, and simply breathing toxic
if you have not already done so, call your local fire
gases can cause you to lose consciousness long before
department!
the flames reach you.
When wood catches fire, carbon dioxide gas is the
main product. It is not poisonous, but it replaces oxygen Questions
and can suffocate you. Burning wood also creates
poisonous gases, the most dangerous being carbon 1. List four ways to make your home safer from fire.
monoxide. But the carbon monoxide released in a fire can 2. Describe the safest way to move through smoke.
also save your life. How? Carbon monoxide moves faster 3. List two dangers from toxic fumes.

14 MHR • Unit 1 Atoms, Elements, and Compounds

Checking Concepts Understanding Key Ideas
1. For each of the following statements, decide 4. Explain the difference between knowledge of
whether it is true or false. If it is false, change safety procedures and awareness of safety
the statement to make it true. hazards.
(a) Broken or chipped glassware should be 5. List any safety rules your teacher has given you
disposed of in the garbage. that relate specifically to your classroom.
(b) If there is a fire, immediately ask the 6. List the steps you would take to deal with each
teacher for permission to use the fire of the following situations.
extinguisher. (a) While you are using a hot plate to heat up
(c) If the label on a chemical container is not a liquid, the fire alarm sounds.
readable or is missing, put it back where it (b) You are heating a test tube in the flame of
was and do not use it. a Bunsen burner when you notice that
(d) Leftover chemicals should be returned to your test tube has a chip near the
their original containers to prevent waste. top.
(e) It is safe to leave an open flame to do (c) While you are using an open flame, the
something else if you get someone else to shirt of someone near you catches fire.
watch it for you. 7. Make a sketch of your science lab or classroom
(f) Gum chewing is permitted in the lab. showing the location of emergency exits,
2. Write the description of the WHMIS label that eyewash stations, fire extinguishers, and any
matches each of the following WHMIS hazard other emergency equipment.
symbols.
(a) a test tube with lines coming out of it
superimposed on a large capital R
(b) a skull and crossbones
(c) a stylized T that looks like an exclamation P ause and R eflect
mark (!)
(d) two test tubes pouring liquid onto a hand Safety symbols are designed to protect
and an object people who work with chemicals. Why do
(e) a cylinder commercial products such as bleach or drain
(f) a flame coming out of a flat line cleaner not have WHMIS labels, but similar
3. What does each of the following warning labels chemicals used in your science activities do
mean? have WHMIS labels?
(a) (b)

(c) (d)

Chapter 1 Atomic theory explains the composition and behaviour of matter. • MHR 15