1. Unit 1: Atoms, Elements, and Compounds
Grade 9 Science
Unit 1: Atoms, Elements, and Compounds

2. Grade 9 Science... Unit 1
Chapter 1: Atomic theory explains the composition and behaviour of matter.

3. Section 1-1 Safety in the Science Classroom
Safety MUST be your top priority.
Know safety rules before you do the lab and use them while doing the lab.
Tell some stories about my own lab mishaps: burning my hair, peroxide, smelling ether
Strongly enforce the rules due to more dangerous situations in the lab, small lab – big class
Take a trip to the lab to practice safety in the lab and procedures on grouping and moving from the classroom to the lab
Watch the LAB SENSE video on safety

4. Complete activity 1-1A pg. 9
Laboratory Safety
Complete activity 1-1A pg. 9

5. Safety Rules for the Science Lab pages 10-11
General
Glassware
Chemicals
Hot plates and open flames
Electrical equipment

6. W workplace H hazardous M materials I information S system
WHMIS... Page 12
W workplace H hazardous M materials I information S system
Bring examples of materials with these labels to the classroom for review

8. Hazard Symbols... Page 13 Dangerous Container Dangerous Contents
This is another labeling system commonly used on household items

9. Symbol The Danger Product Examples Explosive
This container can explode if it's heated or punctured. Flying pieces of metal or plastic can cause serious injuries, especially to the eyes.
water repellant for shoes or boots in an aerosol container
spray paint in an aerosol container
Corrosive
This product will burn skin or eyes on contact, or throat and stomach if swallowed.
toilet bowl cleaner
oven cleaner
Flammable
This product, or its fumes, will catch fire easily if it's near heat, flames or sparks.
contact adhesives
gasoline
Poison
Licking, eating, drinking, or sometimes smelling, this product will cause illness or death.
windshield washer fluid
furniture polish
Bring examples to class and have students identify the danger

10. MSDS Material Safety Data Sheet
- A document that contains information on the potential hazards (health, fire, reactivity and environmental) and how to work safely with a chemical product.

11. MSDS Headings Product Information Hazardous Ingredients Physical Data
Fire or Explosion Hazard Data
Reactivity Data
Toxicological Properties: health effects
Preventive Measures
First Aid Measures
Preparation Information
Get a couple of different samples of MSDS and review some of the information contained on it. Also look at the “MSDS for a female” on the overhead. Have students find the following information in groups for a given MSDS. (Safety precautions, spill procedures, and first aid requirements)

12. Section 1-2 : Properties of Matter
Matter is anything that has mass and volume.
Mass is the amount of matter in a substance or object.
Volume is the amount of space a substance or object occupies.
Talk about examples of non-matter such as all types of energy including light, heat and sound
Matter is generally classified as solids, liquids and gasses although other in between states exist such as colloids , suspensions and dispersions
Consider looking at the LCD (Liquid Crystal Display) article on page 22 Here, talks about the crystals solid and liquid properties
Mention that mass is often measured in grams and volume in liters

13. Matter Mind Map! Matter Properties Atomic Theory Compounds Elements
Outlines main information of the unit

14. Matter is made up of elements.
Elements are substances that contain one type of matter and cannot be broken down or separated into simpler substances, Oxygen, Lead, Helium …
Distinguish between elements and compounds such as water, even though we talk about pure water it contains more than one element, namely hydrogen and oxygen

15. Just a brief introduction as there is more to come on this later in the unit!

16. Describing Matter page 18
1. Physical Properties
Characteristics of matter that are often observed or measured.
Can be either qualitative (observed) or quantitative (measured).

17. Electrical Conductivity Melting/Boiling point
Color
State (s,l,g)
Texture
Density
Magnetism
Lustre (shine)
Malleability
Electrical Conductivity
Melting/Boiling point
There are more physical properties listed on page 18 then the students are listed in the objectives

18. 2. Chemical Properties Observed when substances react with each other.
Determines a substances usefulness.
Text talks about the usefulness of glass as it does not form crystals and is therefore not a good electrical or heat conductor, also it is easily bent and shaped – glass blowers
Also gold does not react with air or water as other metals such as copper, why not a copper ring??
Consider looking at page 21 here for examples of material usage based on the elements physical and chemical properties

19. Reactivity Combustibility Toxicity VORTEX ACTIVITY
Toxicity is listed as a point of interest only, in the objectives
Consider looking at activity 1-2B on page 19 as a class
Give assignment “Adopt an Element”
VORTEX ACTIVITY

20. Core Lab Activity 1-2C pg. 20
Physical and Chemical Properties

21. Check Your Understanding page 23
Complete the Following Questions:
Checking Concepts #1,4,5,6
Understanding Key Ideas #

22. Section 1-3 : Atomic Theory
The descriptions of matter and how it behaves.
Has undergone many modifications as new facts became available.

23. Theory vs. Law explanations of events supported by reliable evidence
Atomic theory
Subject to change as new evidence becomes available
Descriptions of events that have been observed over and over again
Laws of magnetism “likes repel”
High degree of confidence, rarely change
The atomic theory has seen much change over the past several thousand years since its early development
Ohm’s law is another example, Newtons Laws of motion, theory of evolution

24. Early ideas...
Empedocles: matter was composed of four “elements”; earth, air, water, and fire.
Idea was born nearly 2500 years ago, difficult to change

25. Democritus: eventually a substance will be cut into a piece that can no longer be cut. He called this piece atomos.
This is where we get the present day Atom

26. Aristotle: very influential theorist of his time agreed with Empedocles and the theory remained on changed for nearly 2000 years!
Early ideas were build on mostly philosophy with little scientific evidence. Early chemists were called alchemists whose purpose was to change metals into gold, they tried for 1000 years with no success.
STORY: German named Hennig Brand in Brand became convinced that gold could somehow be distilled from human urine. (The similarity of color seems to have been a factor in his conclusion.) He assembled fifty buckets of human urine, which he kept for months in his cellar. By various recondite processes, he converted the urine first into a noxious paste and then into a translucent waxy substance. None of it yielded gold, of course, but a strange and interesting thing did happen. After a time, the substance began to glow. Moreover, when exposed to air, it often spontaneously burst into flame.
The commercial potential for the stuff—which soon became known as phosphorus, from Greek and Latin roots meaning “light bearing”—was not lost on eager businesspeople, but the difficulties of manufacture made it too costly to exploit. An ounce of phosphorus retailed for six guineas—perhaps five hundred dollars in today’s money—or more than gold
At first, soldiers were called on to provide the raw material, but such an arrangement was hardly conducive to industrial-scale production. In the 1750s a Swedish chemist named Karl (or Carl) Scheele devised a way to manufacture phosphorus in bulk without the slop or smell of urine. It was largely because of this mastery of phosphorus that Sweden became, and remains, a leading producer of matches.

27. Development of Atomic Theory
John Dalton
He suggested that the particles that make up matter are like small, hard spheres that are different for different elements.
He defined an atom as the smallest particle of an element.
You could use a foldable or table here to organize the information. Perhaps make up a match up cut out puzzle type table worksheet!
Atoms were thought to be the same throughout - indivisible

28. Dalton’s Model... Billiard Ball Model
Dalton was born in 1766 on the edge of the Lake District near Cockermouth to a family of poor but devout Quaker weavers. (Four years later the poet William Wordsworth would also join the world at Cockermouth.) He was an exceptionally bright student—so very bright indeed that at the improbably youthful age of twelve he was put in charge of the local Quaker school. This perhaps says as much about the school as about Dalton’s precocity, but perhaps not: we know from his diaries that at about this time he was reading Newton’s Principia in the original Latin and other works of a similarly challenging nature. At fifteen, still schoolmastering, he took a job in the nearby town of Kendal, and a decade after that he moved to Manchester, scarcely stirring from there for the remaining fifty years of his life. In Manchester he became something of an intellectual whirlwind, producing books and papers on subjects ranging from meteorology to grammar. Color blindness, a condition from which he suffered, was for a long time called Daltonism because of his studies. But it was a plump book called A New System of Chemical Philosophy, published in 1808, that established his reputation.
The work made Dalton famous—albeit in a low-key, so he was astounded to discover him teaching elementary arithmetic to boys in a small school on a back street.

29. He suggested that all atoms must contain electrons (negative charge).
J.J. Thomson
He suggested that all atoms must contain electrons (negative charge).
His model pictured a positively charged ball with the negatively charged electrons embedded in it.
Discovered the electron, short lived model,
He was knighted

30. Thomson’s Model... Raisin Bun Model

31. Ernest Rutherford
He discovered that atoms have a nucleus.
There are two kinds of particles in the nucleus; protons (positive charge) and neutrons (neutral).

32. Rutherford’s Model… Planetary Model
Rutherford was born in 1871 in the “back blocks” of New Zealand to parents who had emigrated from Scotland to raise a little flax and a lot of children (to paraphrase Steven Weinberg). Growing up in a remote part of a remote country, he was about as far from the mainstream of science as it was possible to be, but in 1895 he won a scholarship that took him to the Cavendish Laboratory at Cambridge University, which was about to become the hottest place in the world to do physics.
For all his success, Rutherford was not an especially brilliant man and was actually pretty terrible at mathematics. Often during lectures he would get so lost in his own equations that he would give up halfway through and tell the students to work it out for themselves. According to his longtime colleague James Chadwick, discoverer of the neutron, he wasn’t even particularly clever at experimentation. He was simply tenacious and open-minded. For brilliance he substituted shrewdness and a kind of daring. His mind, in the words of one biographer, was “always operating out towards the frontiers, as far as he could see, and that was a great deal further than most other men.” Confronted with an intractable problem, he was prepared to work at it harder and longer than most people and to be more receptive to unorthodox explanations. His greatest breakthrough came because he was prepared to spend immensely tedious hours sitting at a screen counting alpha particle
In the beginning Rutherford worked on radio waves, and with some distinction—he managed to transmit a crisp signal more than a mile, a very reasonable achievement for the time—but gave it up when he was persuaded by a senior colleague that radio had little future.
It was as if, he said, he had fired a fifteen-inch shell at a sheet of paper and it rebounded into his lap. This was just not supposed to happen. After considerable reflection he realized there could be only one possible explanation: the particles that bounced back were striking something small and dense at the heart of the atom, while the other particles sailed through unimpeded. An atom, Rutherford realized, was mostly empty space, with a very dense nucleus at the center. This was a most gratifying discovery, but it presented one immediate problem. By all the laws of conventional physics, atoms shouldn’t therefore exist.

33. Each electron has a particular amount of energy.
Niels Bohr
He proposed that electrons surround the nucleus in specific energy levels or shells.
Each electron has a particular amount of energy.
One of the people working with Rutherford was a mild and affable young Dane named Niels Bohr. In 1913, while puzzling over the structure of the atom, Bohr had an idea so exciting that he postponed his honeymoon to write what became a landmark paper. Because physicists couldn’t see anything so small as an atom, they had to try to work out its structure from how it behaved when they did things to it, as Rutherford had done by firing alpha particles at foil. Sometimes, not surprisingly, the results of these experiments were puzzling. the paper explained how electrons could keep from falling into the nucleus by suggesting that they could occupy only certain well-defined orbits. According to the new theory, an electron moving between orbits would disappear from one and reappear instantaneously in another without visiting the space between. This idea—the famous “quantum leap”—is of course utterly strange, but it was too good not to be true. It not only kept electrons from spiraling catastrophically into the nucleus; it also explained hydrogen’s bewildering wavelengths. The electrons only appeared in certain orbits because they only existed in certain orbits.

34. Bohr’s Model… Orbital Model
Electrons can jump energy levels, be found only at these energy levels and no where in between, a complete different way of thinking, leads to the “quantum leap”

35. •Rutherford was able to develop Thomson’s model due to the development of new technologies. (gold foil experiment) •The development of cyclotrons and proton accelerators have further developed the model accepted today.

36. Inside the Atom Subatomic Particle Charge Mass Location Proton (p+) +
Large
Nucleus
Neutron (n)
Electron (e-) -
very small
Energy levels outside nucleus

37. The Atom
Have a look at the science watch on page 32, now finding 100’s of subatomic particles
The arrangement essentially is that among the basic building blocks of matter are quarks; these are held together by particles called gluons; and together quarks and gluons form protons and neutrons, the stuff of the atom’s nucleus. Leptons are the source of electrons and neutrinos. Quarks and leptons together are called fermions. Bosons (named for the Indian physicist S. N. Bose) are particles that produce and carry forces, and include photons and gluons. The Higgs boson may or may not actually exist; it was invented simply as a way of endowing particles with mass. Two new models include the string model, and the standard model, M model all which require numerous dimensions beyond our understanding and imagination
if you traveled downward into an electron, you might find that it contained a universe of its own, recalling all those science fiction stories of the fifties. “Within it, organized into the local equivalent of galaxies and smaller structures, are an immense number of other, much tinier elementary particles, which are themselves universes at the next level and so on forever—an infinite downward regression, universes within universes, endlessly. And upward as well.” For most of us it is a world that surpasses understanding.
These where not know when I did my degree, Quantum spin theory was the newest, electron pairs spincan each instantly “know” what the other is doing. Particles have a quality known as spin and, according to quantum theory, the moment you determine the spin of one particle, its sister particle, no matter how distant away, will immediately begin spinning in the opposite direction and at the same rate. It is as if, in the words of the science writer Lawrence Joseph, you had two identical pool balls, one in Ohio and the other in Fiji, and the instant you sent one spinning the other would immediately spin in a contrary direction at precisely the same speed.
Assign Questions, Reading Check page 29 #’s 1-7
Also Check point questions on page 33 #’s ?