UNIT

1 Matter, Chemical Trends,

and Chemical Bonding

oVERALL
EXPEcTATIons
• analyze the properties of commonly
used chemical substances and their
effects on human health and the
environment, and propose ways to
lessen their impact
• investigate physical and chemical
properties of elements and
compounds, and use various
methods to visually represent them
• demonstrate an understanding of
periodic trends in the periodic table
and how elements combine to form
chemical bonds

BIG IDEAs
• Every element has predictable
chemical and physical properties
determined by its structure.
• The type of chemical bond in a
compound determines the physical
and chemical properties of that
compound.
• It is important to use chemicals
properly to minimize the risks to
human health and the environment.

UniT TASK PREvIEw

In the Unit Task you will research the properties of a conventional

consumer product and the processes involved in its manufacture.
You will then design a greener version of the product and pitch
your product to potential investors.
The Unit Task is described in detail on page 134. As you
work through the unit look for Unit Task Bookmarks to see how
information in the section relates to the Unit Task.

2 Unit 1 • Matter, Chemical Trends, and Chemical Bonding NEL

 Focus on STSE

EXPLoRInG GREEn cHEMIsTRY

Look around you. Think about all of the different substances that you deal with on a
daily basis. Consider your notebook or the materials that help to deliver power to your
calculator. How was the cover of your notebook made? What will happen to it when you
throw it away? What materials were used to make the batteries or the solar cells in your
calculator? What will happen to these materials once they no longer work properly?
We are surrounded by a huge variety of materials with a wide range of chemical and
physical properties. We are continually developing processes to create products with
desired properties. Our ability to manufacture materials provides many conveniences,
but also some drawbacks. We are using raw materials at an alarming rate. We are also
discarding hazardous chemicals into our landfills or incinerating them and releasing
chemicals into our atmosphere.
We are starting to understand more about the hazards of chemical processes.
Industries in many countries are now paying attention to the fuels and raw materials they
use and the by-products they release along with their intended products. Sometimes
manufacturers simplify processes to fewer steps. This has many benefits, including
reducing waste. Processes are burning less fuel, using fewer toxic reactants, and
releasing fewer unwanted by-products. Industry is attempting to become “greener.”
“Green chemistry” is a movement to make industries that involve chemicals more
environmentally friendly and sustainable. Green chemistry asks the question: “Why gen-
erate pollution if there is a greener alternative?”
Developing a green alternative begins with considering the hazards of the required
chemicals as well as their properties. Chemists then develop a manufacturing process so
that every stage of product development is environmentally safe—from the raw materials
to what happens to the product at the end of its useful life. In other words, the process
is “benign by design.”
A green chemistry solution may involve using safer chemicals. Liquid carbon dioxide,
for example, is starting to replace toxic organic solvents used in dry cleaning. Greening
a chemical process can also involve making a process more efficient. For example, the
original makers of ibuprofen, an important pain reliever, found a way to make the drug
in half the number of steps. The result is a process that generates less waste, uses less
energy, and is more profitable!
As you progress through this unit, you will see how the principles of green chemistry
can reduce the ecological footprint of some processes.

Questions
1. What can you do to “green” your day? How do these suggestions reduce your
ecological footprint?

2. Brainstorm the criteria for a “green” product.

3. What manufacturing industries do you know about that affect the environment or
human health in a negative way? What aspects of these industries could perhaps
be improved? Brainstorm possible solutions to these problems.

NEL Focus on STSE 3

unIT 1 ARE yoU REAdy?

concEPTs sKILLs
• classification of matter • draw Bohr–Rutherford diagrams for elements
• Bohr–Rutherford model of the atom • follow safety procedures in the laboratory
• the periodic table • write chemical formulas and name compounds
• ionic versus molecular compounds
• atoms versus molecules
• formation of ions

Concepts Review 8. Draw Bohr–Rutherford diagrams for the following

1. Construct a concept map that shows how matter can be atoms: T/I C
classified. Include the following terms: pure substance, (a) Li-7
mixture, element, compound, heterogeneous, (b) C-14
homogeneous, and solution. K/U C (c) Cl-35
2. Classify each of the following substances as an element, (d) Ca-40
a compound, or a mixture: K/U 9. In your notebook, match each chemical name in the
(a) pure water first column with the correct chemical formula from
(b) pure silver the second column. K/U C
(c) Caesar salad (a) lead(II) nitrate (i) H2O(l)
(d) salt water (b) carbon tetrachloride (ii) HCl(aq)
(e) butane (c) sodium hydroxide (iii) NaOH(s)
3. Answer the following questions about the periodic (d) hydrochloric acid (iv) Fe3(PO4)2(s)
table: K/U (e) dihydrogen monoxide (v) Pb(NO3)2(s)
(a) Distinguish between the terms “group” and “period.” (f) iron(II) phosphate (vi) CCl4(l)
(b) How can we distinguish between a metal and a 10. (a) What does WHMIS stand for?
non-metal on the periodic table? (b) What does HHPS stand for?
(c) To which chemical family does each of the (c) Identify the hazard indicated by the label in
following elements belong? Figure 1, and describe the precautions you would
F Mg Xe Na take in handling this product. K/U T/I
4. How many electrons are there in the outermost orbit of
an element in
(a) the alkali metal family?
(b) the halogen family?
(c) the noble gases?
(d) Group 2? K/U c01-P02-oc11usB.jpg

5. Distinguish between a cation and an anion. K/U

6. Distinguish between the terms “atomic number” and
“mass number.” K/U
7. List three physical properties and one chemical
property for each of the following substances. K/U
(a) liquid water, H2O(l)
(b) oxygen gas, O2(g)
(c) octane (the main component in gasoline), C8H18(l) Figure 1 A can of degreasing solvent

4 Unit 1 • Matter, Chemical Trends, and Chemical Bonding NEL

Skills Review 16. Sketch a floor plan for your laboratory/classroom.
11. In your notebook, copy and complete Table 1. You may On your plan, indicate the locations of each of the
need to refer to the periodic table on the inside back following items: T/I C
cover of this textbook. K/U T/I • first-aid kit
12. (a) Use the data from Table 1 to draw a graph of • eyewash station
atomic number versus mass number. Be sure • fire extinguisher
to clearly label your axes and title your graph • fire blanket and/or shower
appropriately.
• waste container for broken glass
(b) What type of relationship is shown in this graph?
T/I C
• chemical safety goggles
• lab aprons
13. Copy and complete Table 2 in your notebook. K/U T/I
• fire exit
14. Describe all the safety precautions necessary for
• phone
working with each of the following items in the
laboratory: T/I C 17. Describe a standard test for each of the following
(a) dilute sulfuric acid gases: K/U T/I
(b) a Bunsen burner (a) oxygen
(c) a hot plate (b) hydrogen
(d) a sample of hydrogen gas (c) carbon dioxide
15. Write out a clear procedure that would help a classmate
learn how to light a Bunsen burner safely. K/U C

Table 1 Subatomic Particles for Selected Atoms or Ions

Name of Atomic Mass Number Number Number

atom or ion Symbol number number of protons of neutrons of electrons

C 6
magnesium 25
atom
16 16
2-
S 32 18
sodium ion 12

Table 2 Descriptions of Selected Ionic and Molecular Compounds

Compound Chemical State at room Soluble in Physical Ionic or

name formula temperature water? appearance molecular?
sodium chloride
CO2
H2O n/a molecular
methane
NaHCO3 yes white powder

CAREER PATHWAYS PREvIEw

Throughout this unit you will see Career Links in the margins. These
links mention careers that are relevant to Matter, Chemical Trends,
and Chemical Bonding. On the Chapter Summary page at the end
of each chapter you will find a Career Pathways feature that shows
you the educational requirements of the careers. There are also
some career-related questions for you to research.

NEL Are You Ready? 5