Download Unit B: Matter and Chemical Change

Unit B: Matter and Chemical Change
STS and Knowledge:
1.
Students will investigate materials, and describe them in terms of their physical and chemical
properties.
SF pp. 103-105
SIA pp. 97-104
Investigate and describe properties of materials (e.g., investigate and describe melting point,
solubility and conductivity of materials observed)
Chemical Properties: any property that describes how a substance reacts with another substance when forming a
new substance is a chemical property.
Physical Properties: any observable or measurable property without forming a new substance is a physical
property.
Chemical Properties
Physical Properties
Qualitative
Quantitative
Characteristic that may be described
Characteristic that can be measured
but not measured.
numerically.
Reacts with water
Colour
Melting point
Reacts with air
Texture
Boiling point
Reacts with pure oxygen
Taste
Density
Reacts with acids
Smell
Viscosity
Reacts with other pure substances
State
Solubility
Toxicity
Crystal shape
Electrical conductivity
Stability
Malleability
Heat conductivity
Combustibility
Ductility
Adapted from: Table 2.2 Page 104 Science Focus 9
SF pp.95-98,
118-119, 120125
SIA pp. 102103
Describe and apply different ways of classifying materials based on their composition and
properties, including
- distinguishing between pure substances, solutions and mechanical mixtures
- distinguishing between metals and non-metals
- identifying and applying other methods of classification
Classification of Matter:
Matter
Pure Substances
Elements Compounds
Mixtures
Mechanical Solutions Suspensions Colloids
Mixtures
Adapted from: Figure 2.18 Page 112 Science Focus 9
Matter: anything that occupies space (volume) and contains mass.
Pure Substance: made of only one kind of matter and has a unique set of properties (chemical and physical). e.g.,
mercury (element) and sugar (compound).
 Element: a material that cannot be broken down into any simpler substance. e.g., helium, oxygen,
carbon.
 Compound: when two or more elements combine chemical. e.g., water (H 2O) and carbon dioxide
(CO2).
Mixture: a combination of pure substances where the properties can vary depending on the quantities of the
substances.
 Mechanical (Heterogeneous) Mixture: a mixture in which the different substances are visible. e.g.,
soil
 Solution (Homogeneous): a mixture in which the different substances are not visible. e.g., sugar in
coffee.
 Suspension: a cloudy mixture in which tiny particles of one substance are held within the other and
are easily separated. e.g., tomato juice.
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
Colloid: a cloudy mixture in which tiny particles of one substance are held within the other and are too
small to be separated. e.g., milk
Properties of Metals, Non-metals, and Metalloids:
State at Room
Appearance
Temperature
Metals
Non-metals
Metalloids
Solids, except
mercury (a liquid)
Some gases, some
solids, only bromine
is a liquid
Solids
Shiny luster
Not very shiny
Can be shiny or dull
Conductivity
(ability to transfer
thermal and
electrical energy
directly)
Good conductors of
heat and electricity
Poor conductors of
heat and electricity
Malleability (able
to be pounded or
rolled)and Ductility
(able to be stretched
into long wire)
malleable and
ductile
Brittle and non
ductile
May conduct
electricity but poor
conductors of heat
Brittle and non
ductile
Adapted from: Table 2.3 Page 118 Science Focus 9
States of Matter
Figure 1.5 Page 97 Science in Action 9
SF pp. 99-102
SIA pp.105-109
Identify conditions under which properties of a material are changed, and critically evaluate if
a new substance has been produced.
Physical Change: the form of a substance is changed, but not its chemical composition. The change is
temporary/reversible. E.g. ice melts to form a puddle of water, we dissolve sugar in water
Chemical Change: causes one or more new substances, with new properties, to be formed and may be difficult or
impossible to reverse. e.g., burning paper.
Evidence:
 Heat or light energy is produced or absorbed. When gasoline burns in a car engine and heat is
released.
 Change in colour. Bleach on a denim jacket
 Change in odour. Striking a match
 Formation of a solid or gas (precipitate or bubbles). Vinegar and baking soda produces
bubbles.
2. Describe and interpret patterns in chemical reactions.
SF pp.93-94
Identify and evaluate dangers of caustic materials and potentially explosive reactions.
SIA pp.93-96
Chemicals should be handled with care at all times, especially if they are caustic (corrosive), explosive, or
poisonous.
Two methods of identifying hazardous materials that can be found in school laboratories include the following:
Household Hazardous Safety Symbols:
Page 2 of 12
Page 94 Science in Action 9
Workplace Hazardous Material Information System (WHMIS):
Page 95 Science in Action 9
SF pp.118-135,
162-164
SIA pp.160 and
throughout
Observe and describe evidence of chemical change in reactions between familiar materials, by:
- describing combustion, corrosion and other reactions involving oxygen
- observing and inferring evidence of chemical reactions between familiar household
materials
Oxidation: a chemical reaction in the presence of oxygen.
Corrosion: the oxidation of metals and rocks in the presence of oxygen and moisture. e.g., rust.
4Fe(s) + 3O2(g)  2Fe2O3(s)
iron + oxygen  iron oxide
Combustion: the highly exothermic (heat releasing) combination of a substance with oxygen resulting in the
production of carbon dioxide, water, and energy. e.g., burning methane gas
CH4 + 2O2  CO2 + 2H2O + Heat
methane + oxygen  carbon dioxide + water + energy
SF pp.153-157
SIA pp.
Distinguish between materials that react readily and those that do not (e.g., compare reactions
of different metals to a dilute corrosive solution)
Test various materials (iron, copper, magnesium, nickel, etc.) using a similar solution (e.g., hydrochloric acid) to
determine their reaction rates.
SF pp.149-152,
153-161, 106109
SIA pp.157160, 166-169,
163-165
Observe and describe patterns of chemical change, by:
- observing heat generated or absorbed in chemical reaction, and identifying examples of
exothermic and endothermic reactions
- identifying conditions that affect rates of reactions (e.g., investigate and describe how
factors such as heat, concentration, surface area and electrical energy can affect a
chemical reaction)
- identify evidence for conservation of chemical substance (e.g., identify and apply
techniques for comparing the quantity of reactants and products in a chemical reaction)
Page 3 of 12
Endothermic Reactions: a chemical reaction that absorbs energy and feels cold. e.g., cold pack
Exothermic Reactions: a chemical reaction that releases energy and feels warm. e.g., burning natural gas in a
furnace.
Conditions that affect the rates of reaction:
 Heat: the greater the temperature the faster the reaction. e.g., banana left on a table will ripen faster
than one put in the fridge.
 Concentration: the greater the concentration of the substances the faster the reaction. e.g., strong
vinegar will produce a faster reaction with baking soda than weak vinegar.
 Surface Area: increasing the surface area of the reactants will increase the rate of reaction. e.g.,
crushed alka seltzer tablets will react faster than a solid tablet with water.
 Catalyst: a substance that helps increase the reaction rate by lowering the amount of energy needed to
make the reaction occur. Catalysts are present with the reactants but are not consumed in the reaction.
e.g., enzymes speed up food digestion or electricity which lowers the activation energy.
The Law of Conservation of Mass: in a chemical change, the total mass of the new substances is always the same
as the total mass of the original substance(s).
3. Describe ideas used in interpreting the chemical nature of matter, both in the past and present, and
identify example evidence that has contributed to the development of these ideas
SF pp.126-135
SIA pp.122-125
Demonstrate understanding of the origins of the periodic table, and relate patterns in the
physical and chemical properties of elements to their positions in the periodic table---focusing
on the first 18 elements
The Origin of the Periodic Table:
 The Periodic Table was developed by Dmitri Mendeleev to explain relationships and patterns that exist amongst
elements and their properties. He noted that there would be newly discovered elements and left space in his
table. Within sixteen years those gaps were filled with elements that fit Mendeleev’s predicted pattern.
The Periodic Table Outline: Elements 1 to 36 only
Families 1
1
1
2
3
3
4
11
19
2
4
12
20
3
21
4
22
5
23
6
24
7
25
8
26
9
27
10
28
11
29
12
30
13
5
13
31
14
6
14
32
15
7
15
33
16
8
16
34
17
9
17
35
18
2
10
18
36
Rows
Periods or Rows: the horizontal rows indicate how many electron levels, shells, or orbitals that exists in that
specific element.
Groups or Families: the vertical columns indicate how many electrons exist in the last electron level, shell, or
orbital of that specific element. Elements in the same groups or families share similar chemical properties. e.g.,
halogen gases are all in group 18.
 The first two elements (hydrogen and helium) hold a maximum of two electrons in the first orbital.
 For elements three to eighteen (lithium to argon), electrons fill the first orbital with two electrons and
then distribute the remaining electrons in progressive orbitals, each holding a maximum of eight
electrons.
Page 120 Science in Action 9
Page 4 of 12
Note: The hydrogen atom has the atomic number of 1 therefore contains 1 electron. This electron is found in the
first orbital and has room to gain 1 more electron if it comes in contact with another atom. This would then
completely fill the first orbital. Nitrogen’s atom has the atomic number of 7 and thus contains 7 electrons. Two of
the seven electrons fill the first orbital and the remaining five occupy the second orbital. Three more electrons can
be accepted into this second orbital and is only considered full once it gains these three electrons.
Electrons, Orbitals, and the Periodic Table:
 The period (row) that an element is found in tells us how many orbitals exist in that element. e.g.,
Hydrogen is in the first period and contains one orbital and nitrogen is in the second period and
contains two orbitals.
 The family (group) which an element is found indicates the number of electrons found in the last, final,
or valence orbital. e.g., Hydrogen is in the first family and contains one valence electron, whereas
nitrogen is found in the fifth family and contains five valence electrons.
 Please note that for elements 1 to 18 the family numbers 13 to 18 needs to be explained as families 3 to
8 because we omit the transitional metals.
SF pp.112-114
SIA pp.113-120
Distinguish between observation and theory, and provide examples of how models and
theoretical ideas are used in explaining observations (e.g., describe how observations of
electrical properties of materials led to ideas about electrons and protons; describe how
observed differences in the densities of materials are explained, in part, using ideas about the
mass of individual atoms)
The Scientific Method:
Observations
Hypothesis
Experiments Theory
Time and More Experiments Revised Theory
Revised hypothesis
as many times as needed.
Adapted from Figure 2.18 Page 112 Science Focus 9
Laws: Describe and summarize what happens in a natural system.
Theories: Imaginative ways to explain why something happens in a natural system.
Models: Help picture structures or processes that cannot be directly seen.
Observations: Thousands of observations must be made before the scientific community accepts theories.
History of Atomic Models:
Solid Sphere or “Billiard Ball” Model: John Dalton
 All matter is made up of small particles called atoms that cannot be created, destroyed, or divided.
 All atoms of the same element are identical in mass and size.
 Elements can combine together in definite proportions to form compounds.
 Dalton’s model is basis of today’s particle theory.
Page 118 Science in Action 9
Plum Pudding Model: J.J. Thomson
 Negatively charged particles are embedded in a positively charged mass.
Page 119 Science in Action 9
Page 5 of 12
Planetary Model: Ernest Rutherford
 Mass of the atom is found in the center and is called the atomic nucleus.
 Very small electrons occupy the remaining space of the atom.
Adapted from Figure 2.16 Page 119 Science in Action 9
Nuclear Model: Neils Bohr
 Electrons move around fixed pathways called electron shells.
Adapted from Figure 4.4 Page 160 and Figure 2.18 Page 120 Science in Action 9
Electron Cloud Model: Louis de Broglie
 Electrons have distinct electron energy levels.
 There is an area around the nucleus where electrons are most likely to be found called the electron cloud.
Page 120 Science in Action 9
Current Atomic Theory:
 Atoms are made up of a positive nucleus that contains protons and neutrons.
 Negative electrons orbit the nucleus in specific energy levels and occupy most of the volume of the atom.
 Atoms are electrically neutral because of the equal amount of protons and electrons.
Atomic Structure:
Note: The Bohr model is used to diagram atomic structure.
Page 120 Science in Action 9
Page 6 of 12
Protons: positively charged particles found in the nucleus. The atomic number indicates the number of protons.
Protons have 1 Atomic Mass Unit (AMU).
Neutrons: neutrally charged particles found in the nucleus. Neutrons have 1 AMU. Atomic mass for an element is
the sum of both protons and neutrons.
Electrons: negatively charged particles found outside of the nucleus in specific orbitals. Electrons contain mass but
it is so small that it is not considered in atomic mass calculations.
SF pp.127-135
SIA pp.126-133
Use the periodic table to identify the number of protons, electrons and other information about
each atom; and describe, in general terms, the relationship between the structure of atoms in
each group and the properties of elements in that group (e.g., use the periodic table to
determine that sodium has 11 electrons and protons and, on average about 12 neutrons; infer
that different rows (periods) on the table reflect differences in atomic structure; interpret
information on ion charges provided in some periodic tables) [Note: Knowledge of specific orbital
structures for elements and group of elements is not required at this grade level]
Information found on the Periodic Table:
Adapted from Figure 2.25 Page 126-127 Science in Action 9
Atomic Number: the number of positive protons found in the nucleus of an atom. e.g., Oxygen has the atomic
number of 8 therefore there are 8 protons.
Since all atoms are neutral, their positive and negative charges must be balanced. In other words, atoms contain an
equal number of electrons and protons. Therefore, oxygen has 8 electrons.
Atomic Mass: the total number of protons and neutrons in an atom.
Number of protons + Number of neutrons = Atomic mass
example: 8 protons + 8 neutrons = 16
If you know the number of protons and the atomic mass, you can determine the number of neutrons using the
following formula.
Atomic mass – Atomic number = Number of neutrons.
example: 16 – 8 = 8
Ionic Charge: when neutral atoms collide, a negative electron is transferred from one atom to another, and both
atoms become particles called ions, which have an electrical charge. If an atom has lost electrons the overall charge
becomes positive and if it gains electrons the overall charge is negative.
Na+ means that sodium has lost one electron.
O2- means that oxygen has gained two electrons.
Note: The number of protons and electrons helps determine the properties of the element.
SF pp.136-145
SIA pp.144-153
Distinguish between ionic and molecular compounds, and describe the properties of some
common examples of each
Ionic Compounds
Bonds are created by the transfer of electrons
High melting point
Distinct crystal shape
Formed from metallic and non-metallic elements
Forms ions in solution
Conducts electricity
Solid at room temperature
Adapted from Table 2.4 Page 136 Science Focus 9
Molecular Compounds
Bonds are created by the sharing of electron
Low melting point
Not always form crystals
Usually formed from only non-metallic elements
Does not form ions in solution
Usually does not conduct electricity
Solid, liquid, or gas at room temperature.
Diatomic Molecular Compounds: Molecules that are made of two atoms of the same element.
ex: iodine (I2), hydrogen (H2), nitrogen (N2), bromine (Br2), oxygen (O2), chlorine (Cl2), and flourine (F2).
Page 7 of 12
4.
Apply simplified chemical nomenclature in describing elements, compounds and chemical
reactions
SF pp.136-141
SIA pp.146147, 152
Read and interpret chemical formulas for compounds of two elements, and give the IUPAC
(international Union of Pure and Applied Chemistry) name and common name of these
compounds (e.g., give, verbally and in writing, the name for NaCl(s) (sodium chloride), CO2(g)
(carbon dioxide), MgO(s) (magnesium oxide), NH3 (nitrogen trihydride or ammonia), CH4(g)
(carbon tetrahydride or methane), FeCl2(s) (iron(II) chloride)
Naming Chemical Compounds:
 Ionic:
1. The name includes both elements in the compound, with the name of the metallic element first.
2. The non-metallic element is second. Its ending is changed to -ide
Example: CaCl2
1. calcium (M) and chlorine (NM)
2. calcium chloride
(please note no prefixes are used in ionic nomenclature)
Example: Fe2O3
and
FeO
1. iron (III) and oxygen
1. iron (II) and oygen
2. iron (III) oxide
2. iron (II) oxide
Note: iron (III) means Fe3+ and iron (II) means Fe2+

Molecular:
1. Write the entire name of the first element
2. Change the ending of the second element to –ide
3. Use a prefix to indicate the number of each type of element in the formula.
mono = 1
di =2
tri = 3
tetra = 4
Please note that mono is only used for the second element. e.g., carbon monoxide (CO)
Example: CCl4
1. carbon
2. chlorine  chloride
3. carbon tetrachloride
Writing Chemical Formulas:
 Ionic:
1. Print the metal element’s symbol with its ion charge. Next to it, print the non-metal element’s symbol
with its ion charge.
2. Balance the ion charges. The positive ion charges must balance the negative ion charges.
3. Write the formula by indicating how many atoms of each element are in it. Do not include the ion
charge in the formula. Place the number of atoms of each element in a subscript after the element’s
symbol. If there is only one atom only the symbol is used. OR Drop and Swap the charges.
Example:
1. Ca2+ and Cl1Drop and Swap Method
2. Ca 2+ = Cl1- Cl1Ca2+
Cl12+
=
23. CaCl2
CaCl2

Molecular:
1. Write the symbols for the elements in the same order as they appear in the name.
2. Use subscripts to indicate the numbers of each type of atom.
Example:
1. carbon dioxide
2. C and O2  CO2
SF pp.136-141
SIA pp.140
Identify/Describe chemicals commonly found in the home, and write the chemical symbols
(e.g., table salt [NaCl(s)], water [H20(l)], sodium hydroxide [NaOH(aq)] used in household
cleaning supplies)
Page 8 of 12
Some common household chemical include:
 Baking soda NaHCO3
 Salt NaCl
 Sugar C12H22O11
 Rubbing Alcohol C3H8O
SF pp.136-139
SIA pp.142
Identify examples of combining ratios/number of atom per molecule found in some common
materials, and use information on ion charges to predict combining ratios in ionic compounds
of two elements (e.g., identify the number of atoms per molecule signified by the chemical
formulas for CO(g) and CO2(g); predict combining ratios of iron and oxygen based on
information on ion charges of iron and oxygen) [Prerequisite skill: Grade 8 Mathematics,
Number, Specific Outcome 15]
The Atomic Theory states that compounds are made up of atoms in definite proportions. For example;
Page 141Science in Action 9
Ions are a group of charged atoms that have lost or gained electrons. Ions combine in definite proportions. The table
below shows some examples of ion charges and can be used to determine the combining ratio between two ions.
Page 146 Science in Action 9
SF pp.138, 141,
144
SIA pp.148, 151
Assemble or draw simple models of molecular and ionic compounds (e.g., construct models of
carbon compounds using toothpicks, peas and cubes of potato) [Note: Diagrams and models
should show the relative positions of atoms. Diagrams of orbital structures are not required at
this grade level.]
Model of an Ionic Compound:
Model of a Molecular Compound:
Page 144 Science in Action 9
Page 141 Science in Action 9
Page 9 of 12
SF
pp.146152
SIA
pp.157160
Describe familiar chemical reactions, and represent these reactions by using word equations and
chemical formulas and by constructing models of reactants and products (e.g., describe combustion
reactions, such as: carbon + oxygen  carbon dioxide [C(s) + O2(g) CO2(g)]; describe corrosion
reactions such as iron + oxygen  iron(II) oxide [Fe(s) + O2(g) FeO(s)]; describe repalcement
reactions such as zinc + copper(II) sulfate  zinc sulfate + copper [Zn(s) + CuSO4(aq) ZnSO4(aq) +
Cu(s)]
[Note 1: This outcome does not require students to explain the formation of polyatomic ions. Some chemicals with polyatomic
ions may nevertheless be introduces; e.g., a brief introduction to CuSO4(s), ZnSO4(s) and H2SO4(aq) can help prepare students for
further study of these materials in units C and D]
[Note 2: At this grade level, students are not required to balance reactanrs and products in chemical equations. Teachers may
want to inform students about opportunities for furhter study of chemistry in Science 10 and in Science 14-24]
Chemical Reactions: when two or more substances combine to form two or more new substances.
Reactants: Substances that undergo the reaction or are combined in the reaction.
Products: Substances that are produced in the reaction.
Types of Chemical Reactions:
 Formation, Composition, or Synthesis Reactions: two or more substances combine to form one new
substance.
A + B  AB
2H2 + O2  2H2O
hydrogen and oxygen produces water (word equation)
 Decomposition Reactions: One substance breaks down into two or more substances.
AB  A + B
2NH3  N2 + 3H2
ammonia decomposes to produce nitrogen and hydrogen (word equation)

Single Replacement Reactions: A metal element switches place with a metal in a compound to form a new
substance.
MB + Mp  MpB + M
NaCl + Li  LiCl + Na
sodium chloride and lithium react to give lithium chloride and sodium

Double Replacement Reactions: two metal elements switch places to form two new compounds.
MB + MpA  MpB + MA
NaCl + LiBr  LiCl + NaBr
sodium chloride and lithium bromide produce lithium chloride and sodium bromide
Page 10 of 12
Sample Exam Questions
1. A substance’s ability to resist being
scratched is the physical property of matter
known as….
a. ductility
b. malleability
c. hardness
d. conductivity
2.
Ductility is the physical property of…
a. being able to conduct electricity
b. the amount of mass in a given
volume
c. being stretched into a long wire
d. being pounded or rolled into sheets
3.
Which of the following is NOT evidence of
a chemical change?
a. State change
b. Gas formation
c. Color change
d. Precipitate formation
4.
5.
6.
Which of the following is a chemical
change?
a. Sugar dissolved in water
b. A cooked steak
c. A crushed piece of chalk
d. The wax of a candle melts as the
candle burns
To help identify substance X, Sydney the
Swashbuckler of Science listed 4 properties:
a. Reacts with water to form rust
b. Appears to be a shiny, silver metal
c. Has a melting point of 212ºC
d. Conducts electricity
How many physical and chemical properties
are there?
a. 1 chemical, 3 physical
b. 2 chemical, 2 physical
c. 3 chemical, 1 physical
d. 0 chemical, 4 physical
The difference between an element and a
compound is that an element…
a. is a pure substance and a compound
is a mixture
b. has only one substance, while a
compound has more than one
substance
c. can be made into a mixture, but a
compound cannot
d. can be a pure substance, while a
compound cannot be a pure
substance
7.
A cloudy mixture in which particles of the
suspended substance are so small they
cannot easily be separated out is called a…
a. mechanical mixture
b. suspension
c. colloid
d. solution
8.
An octagon symbol means….
a. Caution
b. Warning
c. Danger
d. special care
9.
This symbol means…
a.
b.
c.
d.
flammable
corrosive
dangerously reactive
biohazardous
10. Chemical fire starter ignites a campfire from
the following reaction:
2 CH3OH(l) + 3 O2(g)  2 CO2(g) + 4 H2O(l)
Methanol + Oxygen  Carbon Dioxide +
Water
What are the reactants?
a. Methanol and water
b. Oxygen and carbon dioxide
c. Methanol and oxygen
d. Carbon dioxide and water
11. To treat an injury in sport, cold packs are
used to reduce swelling. This is an example
of…
a. endothermic reactions
b. exothermic reactions
c. combustion reactions
d. corrosion reactions
12. Chewing on a tums tablet enables the
reaction that occurs in our mouth and body
to happen faster. This is because we have
increased the…
a. surface area
b. concentration
c. temperature
d. work of enzymes
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13. The periodic table is organized by the
patterns of the properties of the elements.
The rows in the period table vary with the
amount of elements they contain. These
rows are called…
a. groups
b. families
c. periods
d. metals
14. The characteristic Dimitri Mendeleev used
to create the pattern we now call the periodic
table is…
a. color
b. atomic number
c. atomic mass
d. symbol
15. John Dalton’s theory proposed that:
a. atoms have a core called a nucleus
b. invisible electrons were part of an
atom
c. all atoms of an element have the
same mass and size
d. the neutrons in an atom carry no
charge
16. Several models of what the atoms may have
looked like were made. One of the earlier
models, representing the atom as a
positively charged sphere with negatively
charged electrons embedded, was developed
by:
a. Bohr
b. Thompson
c. Nagaoka
d. Rutherford
17. The current atomic theory states that:
a. protons, neutrons and electrons are
equal in mass
b. the mass of protons is so small that
it is not considered in atomic mass
calculations
c. the atomic mass of an element is
the sum of neutrons and electrons
d. positively charged particles are
found in the nucleus
18. The normal ionic charge of calcium is 2+.
This means that the calcium ion
a. Lost 2 protons
b. Gained 2 electrons
c. Lost 2 electrons
d. Gained 2 protons
19. Potassium has an atomic number of 19 and a
mass of 39.10. How many neutrons does one
atom of potassium contain?
a. 39
b. 19
c. 20
d. 48
20. When ionic compounds are formed, the ions
combine to form a…
a. crystal
b. block
c. irregular pattern
d. cloud
21. Use the information in the following table to
answer this question.
Compound
Melting Point
Boiling Point
(ºC)
(ºC)
Baking soda
455
1550
Carbon dioxide
Sublimates
-79
Rubbing alcohol -90
82
Salt
801
1413
The molecular compounds from the table above
are…
a. baking soda and salt
b. rubbing alcohol and salt
c. carbon dioxide and baking soda
d. carbon dioxide and rubbing
alcohol
22. What is the chemical name for ZnO?
a. Zinc oxygen
b. Zinc (II) oxide
c. Zinc oxide
d. Zinc oxide (II)
23. What is the common name for CaCl2?
a. Sour gas
b. Table sale
c. Lime
d. Road salt
24. N2O3 is a molecular compound. The
chemical name is…
a. trinitrogen oxide
b. dinitrogen oxide
c. trinitrogen dioxide
d. dinitrogen trioxide
25. The chemical formula for calcium chloride
is…
a. Ca2Cl
b. CaCl2
c. 2CaCl
d. Ca2Cl
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