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Lesson 1 2014.  Locate all safety devices in the room  Fire extinguisher  Fire Blanket  First Aid  Eye wash  Chemical spill clean up tools  Broken.

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Presentation on theme: "Lesson 1 2014.  Locate all safety devices in the room  Fire extinguisher  Fire Blanket  First Aid  Eye wash  Chemical spill clean up tools  Broken."— Presentation transcript:

1 Lesson 1 2014


3  Locate all safety devices in the room  Fire extinguisher  Fire Blanket  First Aid  Eye wash  Chemical spill clean up tools  Broken glass disposal.  Lab Coats  Goggles

4  When lighting a Bunsen Burner, ensure all long hair and loose clothing is out of the way  When smelling a chemical waft it towards you. DO NOT SMELL it directly  Put broken glass in the designated bin  When something is spilled. Notify Mr. Linseman immediately  If something breaks. Notify Mr. Linseman immediately

5  Never eat or drink in the lab  Wash hands after handling chemicals  When performing a lab, always stay standing, do not sit down.  Never leave a Bunsen burner unattended  Always use appropriate equipment  Always wear safety goggles  Never wear open toed shoes in the lab

6  The Workplace Hazardous Materials Information System (WHMIS) is Canada's national hazard communication standard.  The key elements of the system are cautionary labelling of containers of WHMIS "controlled products", the provision of material safety data sheets (MSDSs) and worker education programs

7  CLASS A: COMPRESSED GAS  This class includes compressed gases, dissolved gases, and gases liquefied by compression or refrigeration.

8  CLASS B: FLAMMABLE AND COMBUSTIBLE MATERIAL  This class includes solids, liquids, and gases capable of catching fire in the presence of a spark or open flame under normal working conditions.

9  CLASS C: OXIDIZING MATERIAL  These materials increase the risk of fire if they come in contact with flammable or combustible materials.

10  CLASS D: POISONOUS AND INFECTIOUS MATERIAL Division 1: Materials Causing Immediate and Serious Toxic Effects  These materials can cause death or immediate injury when a person is exposed to small amounts. Examples: sodium cyanide, hydrogen sulphide

11  CLASS D: POISONOUS AND INFECTIOUS MATERIAL Division 2: Materials Causing Other Toxic EFFECTS  These materials can cause life-threatening and serious long-term health problems as well as less severe but immediate reactions in a person who is repeatedly exposed to small amounts.

12  CLASS D: POISONOUS AND INFECTIOUS MATERIAL Division 3: Biohazardous Infectious MATERIAL  These materials contain harmful micro- organisms that have been classified into Risk Groups 2, 3, and 4 as determined by the World Health Organization (WHO) or the Medical Research Council of Canada.

13  CLASS E: CORROSIVE MATERIAL  This class includes caustic and acid materials that can destroy the skin or eat through metals. Examples: sodium hydroxide, hydrochloric acid, nitric acid

14  CLASS F: DANGEROUSLY REACTIVE MATERIAL  These products may self-react dangerously (for example, they may explode) upon standing or when exposed to physical shock or to increased pressure or temperature, or they emit toxic gases when exposed to water.

15 WHMIS labels include first aid information and details about storage, handling, and disposal. There are two types of WHMIS labels: - Supplier labels - Workplace labels

16  Supplier labels are used by the people who make each chemical.  Supplier labels have a strict format. 1. Hashed marked identifier label 2. Written in English and French 3. Supplier Name 4. Precautionary measures 5. Risk Phrases 6. First Aid Treatment 7. Name of product 8. Hazard Symbols 9. Statement referring to MSDS


18  After chemicals are rebottled, a workplace label my replace the Supplier label. Workplace labels are allowed to have different formats.  A Workplace label contains less information than the Supplier label, but it still has enough information to help you use the chemical safely.

19  Requirements  Product name  Information for safe handling of the product  Statement referring to MSDS  WHMIS hazard symbols (optional)

20  Each chemical found in your home has a special purpose. The properties of the chemical determine what it will react with. In general we do not want products in our homes to react with each other.  On the other hand there are products that we do want to react with other materials. These are normally cleaners that contain materials such as bleach and ammonia, which are very reactive chemicals

21  In order to notify users which chemicals are dangerous and in what ways they are dangerous we use Hazardous Household Product Symbols.  The HHPS has four categories of Hazardous materials as well as three levels of severity.

22 flammable toxic corrosive explosive The HHPS has four categories of Hazardous Chemicals The symbols are similar to that of WHMIS with the exception of the Explosive symbol.

23  The HHPS has three levels of severity  Caution is the least sever of the three symbols, warning is more severe and danger is the most severe.

24 Lesson 1 October 9, 2014

25  Matter – anything that has mass and volume.  Mass is a measure of the quantity of an object. (g, kg,)  Volume is a measure of space taken up (mL, L)  Matter can be found as a solid, liquid or gas. (or even a combination of these)

26  There are 3 states of matter  Solid  Liquid  gas

27  Melting – Change from a solid to a liquid  Evaporation - Change from a liquid to a gas  Condensation - Change from a gas to a liquid  Freezing - Change from a liquid to a solid  Sublimation - Change from a solid to a gas  Deposition - Change from a gas to a solid


29  The temperature at which a solid turns into a liquid is called the melting point. (water is 0°C) The reverse process, freezing, occurs at the freezing point.

30  the temperature at which a liquid turns to a gas is called the boiling point. The boiling point is the same temperature as the condensing point, the temperature at which a gas changes into a liquid

31  Way of describing matter. 1. All matter is composed of very tiny objects called particles. 2. Each Pure substance has its own kind of particles, different from the particles of other pure substances.

32 3. Particles present in matter are always in motion. They may be vibrating back and forth, as in a solid, or moving in all directions, as in a gas. In a liquid, particles stay close together but can slide past one another. 4. The particles in a substance attract each other. The amount of attraction is different for different kinds of particles. All particles have spaces between them.

33  The distances between the particles change for different states of matter.

34  In ice, the particles of water vibrate in place but cannot move around. They attract each other strongly, forming a solid.  As heat is added, the particles of water vibrate more quickly, which weakens the attraction between them, allowing them to slide past each other.

35  This allows water to flow as a liquid. When enough heat is added, the particles of water break free from each other and separate, forming a gas.


37  All matter is made up of different types or combinations of particles.  Different types and combinations of particles give every type of matter particular characteristics, or properties.  Characteristic that describes a substance.

38 Matter Pure Substances ElementCompoundMixture Mechanical Mixture SuspensionSolution

39 A pure substance is made up of only one kind of matter  unique set of properties  colour, hardness, boiling point, and melting point.  A pure substance is either an element (gold) or a compound (sugar).

40 A pure substance that cannot be broken down into any simpler substance by chemical means.  Each element has its own name and symbol. Example: Gold (Au)

41  A pure substance that is made from two or more elements that are combined together chemically.  Example, water (H 2 O) is a compound containing the elements hydrogen and oxygen.

42  A mixture is a combination of pure substances.  Each substance remains in its original, pure form, although each is not always easy to see distinctly once the mixture is made.

43  Different substances that make up the mixture are visible  Hetero = different

44  A cloudy mixture in which tiny particles of one substance are held within another.  Can be separated out when the mixture is poured through filter paper.  A suspension is also a heterogeneous mixture.

45  Different substances that make it up are not individually visible  One substance is dissolved in another  The prefix “homo-” means same, and all parts of a homogeneous mixture look the same.

46  1. How is a compound different from an element? Give an example of each.  2. What is the difference between a mixture and a pure substance?  3. How is a suspension different from a solution?  4. Classify each of the following as either a pure substance or a mixture.  (a) Pop is composed of water, sugar, and carbon dioxide.  (b) Carbon dioxide is composed of carbon and oxygen chemically  combined.  (c) Sand is composed of white grains and black grains.  (d) The graphite at the centre of a pencil is composed of carbon.

47 1. What are two features that all forms of matter have? 2. Use the particle theory of matter to explain what makes a liquid different from a solid of the same substance. 3. Compare the amount of space between particles of a gas with that of a liquid of the same substance. 4. What is the effect of adding heat to the particles in a sample of matter? 5. What is the difference between the melting of water and the melting point of water? 6. Give two examples of pure substances that were not given in the lesson.

48 7. Give two examples of Mixtures that were not given in the lesson. 8. What kind of mixture would apple juice is classified as? Explain how you know. 9. What kind of mixture would a garden salad is classified as? 10. How does a compound differ from an element? 11. What does WHMIS stand for? 12. What does HHPS stand for? It was in the lesson but is not in the note.

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