06 Is9 ch06

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6 Elements combine to form ionic

compounds and molecular compounds.
208 UNIT B Atoms, Elements, and Compounds

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Shown here is a mixture of two ordinary Skills You Will Use

compounds: a component of bath salts called
magnesium sulphate and a common pesticide In this chapter, you will:
called copper(II) sulphate. The crystals are
• conduct inquiries into the physical and chemical properties
magnified about 100 times.
of common compounds
• build models of simple molecules
• plan and conduct an inquiry into the properties of common
household and laboratory substances
Concepts You Will Learn

In this chapter, you will:
• distinguish between elements and compounds and
describe some common compounds
• assess social, environmental, and economic impacts of the
use of elements and compounds
• identify, name, and write the formulas for some types of
compounds
Why It Is Important
Most substances on Earth do not exist in the form of pure
elements. The combination of elements to form compounds
results in new substances with distinct properties. The water
you drink, your clothes, your hair, and the desk you sit at are
made of chemical compounds. Understanding the properties
of different compounds will help you to make decisions that
take into account their uses and potential hazards.
Before Writing
What's My Topic?
Good writers let their readers know very quickly the
topic of their writing. Check the opening sentences of
the paragraphs in section 6.1. How many of them state
the topic clearly and up front?
Key Terms
• chemical bond • chemical formula • ionic bond
• ionic compound • molecular compound • molecule
Elements combine to form ionic compounds and molecular compounds. 209

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6.1 How Compounds Form
Here is a summary of what you

will learn in this section:
• Compounds are composed of

two or more elements that
combine in a specific ratio.
• Ionic compounds form when

metallic and non-metallic
elements combine chemically.
• Molecular compounds form

when non-metallic elements
combine chemically.
Figure 6.1 Hydrogen peroxide is a chemical compound that may be used to create
highlights in hair.
Hydrogen peroxide Chemicals Everywhere

Strong oxidizer. Keep out of contact with finely divided
reducing agents and metals. Can only be stored for
We live in a chemical world. Every kind of substance that you
prolonged periods of time if stabilized with a little
phosphoric acid and stored in amber bottles.
can think of is made of a type of chemical or mixture of
chemicals. Water is a chemical, and the air you breathe is a
Stability: mixture of chemicals. The ink in your pen, hair dyes and
CORROSIVE 3 bleaches, the lead-lined cover that protects you during a dental
Storage: X-ray, and life-saving medicines are all made of chemicals, too
OXIDIZER
7 (Figure 6.1).
A quick look around your home will reveal an amazing variety
of chemicals in your cupboards and on your shelves. In the
bathroom, you will find water, soap, shampoo, deodorant, and
0 toothpaste — all chemicals. In the storage area, you might find
Flammability
cleaning products, such as ammonia and bleach, and perhaps
4 5 painting and gardening products. In your kitchen, you might find
Health Reactivity
table salt, baking soda, and baking powder. Each of these products
contains one or more chemical compounds.
Special
Compounds
Figure 6.2 People using a chemical
such as hydrogen peroxide in their A compound is a pure substance made up of two or more elements
workplace must, by law, be trained in
the meaning of all the safety symbols
that are chemically combined. For example, water is a compound
on the label. consisting of hydrogen and oxygen. Hydrogen peroxide is also a

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compound of hydrogen and oxygen but with completely different Table 6.1 Properties of Water
and Hydrogen Peroxide
properties than water (Figure 6.2 on the previous page). Some of
the differences between water and hydrogen peroxide are listed in Water (H2O)
Table 6.1. Hydrogen peroxide is a blue liquid that can dissolve in • colourless liquid
• boils at 100°C
water to form a solution, which is commonly available in
• stable in strong sunlight
pharmacies. In certain concentrations, it can be used on skin to kill • dissolves the chemical
bacteria or in hair as a bleaching agent. potassium iodide
• does not bleach pigments
All compounds have properties that make them potentially
useful as well as hazardous. If a highly concentrated solution of Hydrogen peroxide (H2O2)
hydrogen peroxide gets on the skin, it will cause a chemical burn. • blue liquid
Even water, if consumed in huge volumes, can make a person • boils at 150.2°C
• breaks down in light
sick. Understanding the properties of compounds gives us the • reacts with the chemical
knowledge to make use of compounds safely and responsibly. potassium iodide
• strong bleaching agent
B20 Quick Lab

Water and Hydrogen Peroxide (Teacher Demonstration)
Purpose 2. Your teacher will dip one piece of cobalt chloride
To observe properties of water and hydrogen peroxide paper into water and another into hydrogen
peroxide solution. Observe the cobalt chloride
paper.
3. Observe as your teacher pours water into a

beaker and then stirs in some potassium iodide
Materials & Equipment
crystals.
• blue litmus paper • potassium iodide
4. Your teacher will place the graduated cylinder in
• two 400-mL beakers crystals
the basin and then pour 20 mL of hydrogen
• water • 250-mL graduated
peroxide solution and 3 drops of dish soap into
cylinder
• hydrogen peroxide the graduated cylinder. Observe as your teacher
solution • basin
adds a small scoop of potassium iodide crystals.
• cobalt chloride paper • dish soap
5. Step 4 will produce bubbles of gas. Observe as
• scoopula • matches
your teacher places a glowing splint into the gas.
• stirring rod • wooden splint
Question
CAUTION: Hydrogen peroxide is corrosive to skin.
Potassium iodide will stain skin and clothing. 6. Describe three differences in the properties of
water and hydrogen peroxide that you observed.
Procedure
1. Your teacher will dip one piece of blue litmus
paper into water and another into hydrogen
peroxide solution. Observe the litmus paper.

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During Writing Two Types of Compounds

Staying on Topic A small change in the way the atoms combine can make a big
Writers support their topic difference in the chemical and physical properties of compounds.
sentence by adding sentences Although millions of compounds have been discovered, almost all
with details that relate to the of them can be classified as one of two types: ionic or molecular.
topic. Each new sentence
seems to flow logically from the
words and ideas in the previous Ionic Compounds
one. Notice how the paragraph Common table salt is familiar to most people as a white substance
about salt seems unified composed of tiny crystals. As discussed in Chapter 5, sodium
because all the sentences
chloride forms when a very reactive metal — sodium — is placed
support our understanding of
in a container with a poisonous, yellow-green non-metal —
the topic.
chlorine gas (Figure 6.3). When these two chemical elements are
combined, the sodium metal explodes in a bright orange flame. As
the sodium burns, a white, coarse-grained powder is produced.
This new substance has properties that are very different from
the properties of sodium and chlorine. The substance is table salt,
or sodium chloride (NaCl).
Suggested Activity • Sodium chloride is called an ionic compound. Ionic
B21 Quick Lab on page 215 compounds are pure substances usually consisting of at least one
metal and one non-metal. Most ionic compounds share the
following properties:
• have high melting points
• form crystals, which are very regular arrangements of
particles
• dissolve in water to form solutions that conduct electricity
(a) (b) (c)
Figure 6.3 Sodium (a), is a metal. Sodium combines with chlorine gas in a violent reaction (b). The compound that forms is sodium
chloride, NaCl (c).

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All ionic compounds are solids at room temperature. In fact, W O R D S M AT T E R

table salt will not melt until it is heated to 800°C. When sodium The word “ion” comes from a Greek
word meaning to go or to wander.
chloride is dissolved in water or melted, it will conduct electricity.
Investigations of this property led to the study of electrochemical
cells, which can convert chemical energy into electricity.
Forming Ionic Compounds

While combining, each atom changes into an ion. Ions form when
one or more electrons move from a metal atom over to a non-
metal atom. This process is shown in Figure 6.4.
1+ 1-
Na Cl Na+ Cl-
Figure 6.4 A sodium atom becomes a positive ion when it loses an electron to chlorine. By gaining
an electron, chlorine becomes chloride, a negative ion. Together, they form an ionic compound.
As the figure shows, a sodium atom loses an electron by giving

it to a chlorine atom. This produces a positive sodium ion and a
negative chloride ion.
Positive and negative ions attract each other, so in an ionic
compound, all the positive ions are attracted to all the negative
ions. A connection between atoms or ions is known as a bond.
The attractions between ions are called ionic bonds. The ionic
bonds cause the ions to group together in an alternating pattern
Na+ CI-
called a crystal arrangement (Figure 6.5).
Figure 6.5 The crystals in this table

Learning Checkpoint salt are held together by ionic
bonds.
1. What is the main difference between a compound and an element?
2. What two kinds of elements join together to form an ionic compound?
3. What is an ionic bond?
4. How must atoms change so that they can join to form an ionic compound?
5. What physical property or properties could you use to identify an ionic
compound?

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Suggested Activity • Molecular Compounds

B23 Quick Lab on page 216
When non-metals combine, a pure substance called a molecular
compound is formed. In molecular compounds, the atoms share
electrons to form small groups, called molecules. Most molecular
compounds share the following properties:
• can be solids, liquids, or gases at room temperature
• usually good insulators but poor conductors of electricity
• have relatively low boiling points
Examples of molecular compounds include table sugar, hydrogen
peroxide, and water.
How can the same two elements (hydrogen and oxygen)
combine to form compounds as different as water and hydrogen
peroxide? Water is made from joining two atoms of hydrogen to
one atom of oxygen. This forms a water molecule, and this is the
Take It Further smallest possible amount of water that can exist. We often
Hydrogen peroxide is considered
represent this as H2O, where the subscript “2” indicates that two
to be a more environmentally
friendly alternative to chlorine atoms of hydrogen are included. Hydrogen peroxide is formed
bleaches. It is currently used in when four atoms — two each of hydrogen and oxygen — join to
many paper-processing facilities to
form a single molecule. This molecule is represented as H2O2.
produce white paper, instead of
using the more harmful chlorine. There are a number of ways to represent the atoms in a
The chemical activity of the molecule. In every representation of water in Figure 6.6, two
hydrogen peroxide changes the
hydrogen atoms are connected to an oxygen atom in the middle.
colour of the fibre in paper to
white. With a partner, create a The Bohr diagram of water shows that each hydrogen atom
pamphlet to advertise one of the shares a pair of electrons with the oxygen atom (a). In the ball-
many other uses of hydrogen
and-stick model, a stick represents each bond between atoms (b).
peroxide. Begin your research at
ScienceSource. In the third diagram, the areas in which the atoms overlap
represents the connections that holds them together (c).
(a) (b) (c)

Figure 6.6 Representations of a water molecule: (a) a Bohr diagram; (b) a ball-and-stick model, in which the sticks represent connections
between atoms; (c) a diagram with overlap between atoms to show how they are connected

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B21 Quick Lab

Salt and Sugar
Adding sugar to your tea, or salt to your soup, not 4. Use a clean spoon to add one small spoonful of
only changes the way your food tastes, it will dissolve sodium chloride to the third beaker. Use the
to form a solution. That solution may or may not be spoon to stir until the sodium chloride is
able to conduct an electric current. dissolved.
5. When your solutions are prepared, use a battery-

Purpose
operated conductivity tester to determine whether
To compare the conductivity of different compounds: any of the three samples conduct electricity.
sodium chloride (table salt) and sucrose (table
sugar) Questions
6. Sodium chloride and sucrose are both shiny
white crystals, and both dissolve in water. What
• three 100-mL beakers • sucrose (table sugar) evidence shows which of these crystals is an
• marker • sodium chloride ionic compound?
• tap water (table salt)
7. Suggest why it is often unsafe to have high
• 2 small spoons • battery-operated
voltage electricity near water. Refer to the results
conductivity tester
of your experiment in your answer.
Procedure
1. Use the marker to label three 100-mL beakers
as water, sucrose, and sodium chloride.
2. Fill each beaker with 50 mL of tap water. Set the

beaker labelled “water” aside.
3. Add one small spoonful of sucrose to the second

beaker. Use the spoon to stir until the sucrose is
dissolved. Figure 6.7 A conductivity tester
B22 Skill Builder Activity

Molecular Model Kits
In this activity, you will examine the components of a 1. Examine the model atoms of carbon, oxygen,
molecular model kit to prepare you to build simple chlorine, and hydrogen. Build as many
models. In the kit, balls represent atoms and sticks connections as you can between the different
represent connections between the atoms. Carbon is model atoms.
represented by a black ball, oxygen by a red ball,
2. Describe what you observe about the different
chlorine by a green ball, and hydrogen by a white
models you built.
ball. The number of holes in each ball represents the
number of connections the atom can make with
other atoms.

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DI Key Activity
B23 Quick Lab

Building Molecular Models
Chemists use models to gain information about the 2. There are two guidelines that you must follow
shape of a molecule. The shape of a molecule is a when building molecular models:
good predictor of its properties. In this activity, you
• Each molecule is complete when all the balls
will build ball-and-stick models of simple molecules
are connected in such a way that all the holes
using a molecular model kit.
are filled and every connector ends in a hole.
Purpose • It is possible in some cases for more than one

To represent the molecules of some common connection to exist between the same two
substances atoms.
3. For each of the following, build the model and

Materials & Equipment then make a sketch of it.
• molecular model kit (a) H2O (water)
(b) H2 (hydrogen gas)
(c) O2 (oxygen gas)
(d) CH4 (methane, also called natural gas)
(e) CH2Cl2 (a solvent used as a degreaser)
(f) C2H4 (starter material for making
polyethylene plastic)
(g) C3H8 (propane, a camp fuel)
(h) HCl (hydrogen chloride, present in stomach
acids)
(i) H2O2 (hydrogen peroxide)
(j) CO2 (carbon dioxide)
4. The following molecules can each be assembled

Figure 6.8 A ball-and-stick model of glucose, a type of
sugar. Glucose can be straight, as shown here, or can twist in two different ways. Build and sketch each:
into a ring structure. (a) C2H60
(b) C3H7Cl
Procedure Questions
1. Work in a small group to use the molecular
5. Identify the two molecules that represented
model kit. Your teacher will provide specific
elements rather than compounds.
information about how to use your particular kit.
6. How do the positions of the holes in each kind of
model atom produce a molecule that has a
three-dimensional shape?

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6.1 CHECK and REFLECT

Key Concept Review 9. Use the diagram below to answer the
following questions.
1. What is the difference between a compound
and a mixture?
2+ 2-
2. What are the two major types of
compounds? How do the bonds differ in
each type?
3. Give an example of a molecular compound.
4. Give an example of a substance held

together by ionic bonds. Question 9
5. What types of elements join to form (a) What type of diagram is shown?
molecular compounds? Name three such
elements. (b) What type of compound is shown?
(c) Which elements does this compound
6. (a) What is the total number of atoms in a contain?
water molecule?
(b) How many elements are in a water 10. Describe how a salt crystal holds together.
molecule? 11. Is it possible to wash dishes without using
chemicals? Explain.
Connect Your Understanding
12. Can compounds have different properties
7. How is it possible for two different than their elements have? Explain, using an
compounds, such as water and hydrogen example.
peroxide, to both be made of the same two
elements?
Reflection
8. Examine the following table of properties 13. Describe three types of models used in this
for two unknown compounds. Which is section to represent compounds. Which
most likely an ionic compound and which model did you find most useful and why?
is most likely a molecular compound?
Explain your reasoning. 14. Name two compounds that you were
familiar with before reading this section.
Properties of Unknown Compounds Now that you have completed this section,
what have you learned about these two
Property Compound X Compound Y
compounds?
Boiling point (°C) 82 1550
Melting point (°C) −90 455
For more questions, go to ScienceSource.
Conductivity in solution poor good

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6.2 Names and Formulas of Common Compounds

• Ionic and molecular

compounds have many uses in
our everyday lives.
• Compounds can be
represented by chemical
formulas or chemical names.
• You can use a chemical

formula to write the name for a
compound. You can also use
the name of a compound to
write its formula.
Figure 6.9 The shells of sea animals and land snails are made up of the compound
calcium carbonate.
Common Names and Chemical Names

Have you ever drawn a picture with pastel chalks? Some
classrooms use chalk for writing on a chalkboard. People
sometimes use another product that contains chalk — antacids.
Antacids are taken to relieve indigestion. The chalk in antacids is
mixed with sweeteners and flavours so that it tastes better.
However, do not eat drawing chalk for your upset stomach,
because these types of chalk and the chalk in antacids are not the
same chemical. Drawing chalk is mainly calcium sulphate, while
the antacid chalk is calcium carbonate (Figure 6.10). Calcium
carbonate is also the main compound in sea shells, snail shells,
and eggshells (Figure 6.9).
The different meanings of the term “chalk” show how
confusing it can be to inaccurately name compounds. This
example also shows the importance of using names that provide
information about the chemical composition of a substance. The
term “chalk” gives no hint as to what elements are present in
either compound.
Naming Salts
Another example of a common name that can cause confusion is
Figure 6.10 Chalkboard chalk is the word “salt.” We use the word “salt” as a common term for
composed of calcium sulphate. table salt. In chemistry, salt does not refer to a particular pure
Antacids and some calcium
supplements contain calcium substance. In fact, it refers to the type of ionic compound. Salts
carbonate. have similarities in how they are formed and in their properties.

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However, the term “salt” does not indicate which specific

elements are found within a compound.
In the language of chemistry, table salt is called sodium
chloride. Sodium chloride is not the same as the salt used on our
roads in winter to melt ice. Road salt contains calcium chloride.
Calcium chloride is somewhat less harmful to plants than sodium
chloride is. Figure 6.11 shows a variety of ionic compounds, all of
Figure 6.11 Clockwise from the
which are salts. lower left, the salts shown here are
Every compound has a chemical name and formula. The sodium chloride, iron(II) sulphate,
chemical formula identifies which elements, and how much of iron(III) sulphate, copper(II)
sulphate, and copper(II) carbonate.
each, are in the compound. For example, sodium chloride’s
formula is NaCl. Baking soda’s chemical name is sodium
hydrogen carbonate, and its chemical formula is NaHCO3.
B24 Quick Lab

Naming Compounds
Modern naming systems try to reveal a lot about a Questions
compound. Work with a partner to uncover as much
3. Locate where each element named in step 1
information as possible about each compound.
occurs in the periodic table, and suggest answers
Purpose to the following.
To interpret chemical names for compounds (a) What two different kinds of elements are
present in this type of compound?
Procedure (b) What determines the order in which each
element name occurs in the compound
1. Using the periodic table on page 191, work with
name?
a partner and try to figure out from each name
what elements are present in the following (c) Not all element names that appear in the
compounds. Each compound contains two compound names are exactly the same as they
elements only. appear on the periodic table. What pattern(s)
are there in how these names are changed?
(a) sodium fluoride (prevents tooth decay)
(b) zinc oxide (present in mineral supplements) 4. In step 2, what patterns can you find in the way
the chemical formulas of these compounds are
(c) potassium chloride (sodium-free salt
written?
substitute)
(d) lithium nitride (used in some batteries) 5. Chemists use both chemical names and
chemical formulas. Suggest situations where one
(e) iron(III) oxide (present in common rust)
might be more useful than the other.
2. Examine each formula below, and determine
6. Your teacher will give you the ingredients list from
what elements are present in each compound.
a food product, medicine, or household product
(a) CuI (a mineral present in copper ore) such as shampoo or toothpaste. Examine the list
(b) NaI (dietary supplement added to table salt) and discuss what kind of chemical information
(c) CaSO4 (drawing chalk) you are able to determine about the product from
your analysis of the product label.
(d) CaCO3 (main component in eggshells)
(e) Mg(OH)2 (milk of magnesia, an antacid)

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Ion Charges
Each of the elements that commonly form ionic compounds has
an entry in the periodic table showing what ion charge it can
have. Table 6.2 shows some examples of ions and their charges,
which were taken from the periodic table.
• The ion notation contains the symbol for the element and a
superscript number and + or – sign at the top right. For
example, the lithium ion has a 1+ charge, which is shown
as Li+.
• Iron, copper, and lead can form an ion in more than one
way. A Roman numeral is included in the ion’s name to
show the ion’s charge. For example, the name of Fe2+ is
iron(II), which is read “iron two”. The “two” refers to the
charge. Similarly, iron(III) is read “iron three” and names
the Fe3+ ion. Table 6.2 shows the connection between the
ion charge and the Roman numeral.
• The name of non-metal ions is formed by taking the
element name and changing the ending so that it includes
the suffix “– ide.” For example, the element oxygen
produces the ion O2⫺, which is called oxide.
Table 6.2 Ion Charges

Element Ion Charge Ion Notation Ion Name
hydrogen 1+ H+ hydrogen
lithium 1+ Li+ lithium
nitrogen 3– N3– nitride
oxygen 2– O2– oxide
magnesium 2+ Mg2+ magnesium
aluminum 3+ Al3+ aluminum
iron 2+ or 3+ Fe2+ or Fe3+ iron(II) or iron(III)
copper 1+ or 2+ Cu+ or Cu2+ copper(I) or copper(II)
lead 2+ or 4+ Pb2+ or Pb4+ lead(II) or lead(IV)
Learning Checkpoint
1. What is a salt? Give an example.

2. Explain why using standard chemical names for compounds would be
important when working in a laboratory.
3. Refer to the periodic table and write all possible ion charges, ion notations,
and ion names for ions formed by the following elements.
(a) calcium (b) chlorine (c) phosphorus (d) gold (e) tin

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Naming Ionic Compounds W O R D S M AT T E R

Sodium chloride is essential in the
The following rules explain how to name ionic compounds based diet, making it a very valuable
on a given chemical formula. compound. Armed troops once
guarded the salt supplies of ancient
1. Name the metal ion first. The name of the metal ion is the Rome along the Via Salarium (Salt
Road) and were paid in bags of salt.
same as the element name. For example, in NaCl, the name In time, their payment changed from
of the Na+ ion is sodium. If the element can form an ion in salt to money and became known as
salarium, the origin of the modern
more than one way, include a Roman numeral to indicate English word “salary.”
the charge.
2. Name the non-metal ion second. When a non-metal
becomes a negative ion, the ending of its name changes to
“ide.” For example, a chlorine atom (Cl) gains an electron
to become a chloride ion (Cl–).
3. The name for an ionic compound is a combination of the
ion names of the elements. The name of NaCl is, therefore,
sodium chloride.
Name of metal Name of non-metal + ide

sodium chloride
The formulas of ionic compounds often contain numbers,

called subscripts, such as the “3” in AuCl3. We will look at the
meaning of subscripts on page 222. If the metal forms only one
type of ion, the subscript can be ignored when determining the
compound name. In the examples in Table 6.3, each formula is
examined and the two ions present are identified.
Table 6.3 Naming Ionic Compounds
Formula Positive Ion Negative Ion Name
MgO Mg2+ O2– magnesium oxide
BaF2 Ba2+ F– barium fluoride
K3N K+ N3– potassium nitride
Example Problem 6.1 Practice Problems
Write the name of the ionic compound Ag2S. Write the names of the
following ionic compounds.
1. Name the metal ion: Ag forms only one type of ion
1. NaF
(Ag+), so the name is silver.
2. KI
2. Name the non-metal ion: The atom is sulphur, so the
3. MgCl2
ion is sulphide.
4. AlCl3
3. Combine the names: silver sulphide 5. Ca3P2

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Suggested Activity • Multivalent Elements

B25 Quick Lab on page 227
Some metals can form more than one type of ion. For example,
iron has two stable ions: Fe2+ and Fe3+. Elements with more than
one stable ion are called multivalent elements.
Ionic compounds containing multivalent
elements must have Roman numerals in their
names to indicate which ion is forming that
compound. The Roman numeral is written in
brackets after the element to indicate the charge.
For example, the compound name iron(III) oxide
indicates that the Fe3+ ion forms that compound
(Figure 6.12).
You can find the Roman numeral to use in
the name of a multivalent ion by using the
subscripts in the compound’s formula. For
example, in FeBr2, the subscript 2 after the Br is
a guide to the iron ion’s charge. The positive and
negative charges in an ionic compound must be
equal. According to this rule, only an Fe2+ could
pair up with two Br – to give the 1:2 ratio in the
formula. FeBr2 is written out as iron(II) bromide.
In FeBr3, only an Fe3+ could pair up with three
Br– to give the 1:3 ratio in the formula. FeBr3 is
written out as iron(III) bromide.
Figure 6.12 Rust contains iron(III) oxide, or Fe2O3. Rust is
produced when iron corrodes.
Example Problem 6.2

Practice Problems
Write the name of the ionic compound Cu3N.
Write the names of the
following ionic compounds. 1. Identify the ions that form the compound: Cu? and N3–
1. FeCl3 2. Use the charge of the non-metal ion and the rule that the
total positive and negative charges in the formula must be
2. PbO2 equal. Three copper ions are present in the formula, so each
3. Ni2S3 must have a charge of 1+.
4. CuF2 3. Name the metal ion: The ion has a 1+ charge, so the name
is copper(I).
5. Cr2S3
4. Name the non-metal ion: The name of the atom is nitrogen,
so the ion is nitride.
5. Combine the names: copper(I) nitride

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Polyatomic Ions Table 6.4 Common Polyatomic

Ions
Sometimes, a group of atoms of different elements act as a single Ion
ion. This type of ion is called a polyatomic ion. Some examples of Symbol Ion Name
polyatomic ions are given in Table 6.4. For example, one atom of
OH– hydroxide
carbon and three atoms of oxygen form the polyatomic ion called
HCO3– hydrogen carbonate
carbonate, or CO32–. This ion is present in your teeth as well as in
eggshells. In both cases, it is present with calcium ions (Ca2+) SO42– sulphate
and forms the compound calcium carbonate (CaCO3). CO32– carbonate
As with other ionic compounds, you can use the formula for
PO43– phosphate
an ionic compound with a polyatomic ion to write the
compound’s name. First, look at the formula and identify and
name the positive ion, which will be a metal ion. For example,
NaOH contains the metal ion Na+, or sodium ion. The next step
is to identify and name the polyatomic ion. In NaOH, the
polyatomic ion is OH –, or hydroxide. You do not need to change
the ending of a polyatomic ion’s name. The name of the
compound NaOH is sodium hydroxide.
In some cases, the formula uses brackets to help identify the W O R D S M AT T E R
polyatomic ion. Table 6.5 gives some hints for writing the names The prefix “poly” comes from the
Greek term polys, meaning many.
of ionic compounds with polyatomic ions.
Table 6.5 Naming Ionic Compounds with Polyatomic Ions
Formula Positive Ion Negative Ion Name Hint for writing name
Mg(OH)2 Mg2+ OH– magnesium • The polyatomic ion is
hydroxide often found in
brackets.
AlPO4 Al3+ PO43– aluminum • Brackets are not

phosphate always used.
• Everything after the
metal ion is part of
the polyatomic ion.
Example Problem 6.3

Practice Problems
Write the name of the ionic compound NaHCO3.
Write the names of the
1. Name the metal ion: Na forms only one type of ion (Na+), following ionic compounds.
so the name is sodium.
1. KOH
2. Identify the polyatomic ion in each compound by 2. ZnCO3
examining the formula and cross-checking with the table of
– 3. Mg3(PO4)2
common polyatomic ions: The name for HCO3 is
hydrogen carbonate. 4. CaSO4
3. Combine the names: sodium hydrogen carbonate 5. Al2(CO3)3

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Suggested STSE Activity • Writing Formulas for Ionic Compounds

B26 Decision-Making Analysis on
page 228 It is possible to write the chemical formula for an ionic compound
when given the name (Figure 6.13). The steps in Table 6.6 will
help you write the formulas for ionic compounds.
Table 6.6 Steps for Writing Formulas for Ionic Compounds

Steps Examples
1. Examine the magnesium calcium nitride iron(II) oxide
compound’s name. chloride Ca2+ N3- Fe2+ O2-
Identify the ions and Mg2+ Cl–
their charges.
Take It Further 2. Determine the number Mg2+ Ca2+ Ca2+ Ca2+ Fe2+
A hydrate is a compound that of each ion needed to
Cl– Cl– N3- N3- O2-
has water molecules linked to it. balance the charges.
Hydrates usually involve ionic 3. Note the ratio of MgCl2 Ca3N2 FeO
compounds. Two examples of positive to negative
hydrates are magnesium sulphate ions, and write the
heptahydrate (bath salt) and formula.
sodium carbonate decahydrate
(washing soda). The formulas for
these substances are MgSO4•7H2O
and Na2CO3•10H2O. With a
partner, research other hydrates
and make a reference guide of
their uses, properties, and
formulas. Begin your search at
ScienceSource.
Figure 6.13 The

chemical name for
this pink-purple
crystal is calcium
fluoride. Its formula is
CaF2.
Practice Problems
Example Problem 6.4
Write the formulas for the
following ionic compounds. Write the formula for potassium sulphide.
1. lithium bromide 1. Identify the ions and their charges: K+ S2–
2. magnesium fluoride 2. Determine the number of each ion needed to balance the
3. silver nitride charges: K+ K+ S2–
4. iron(III) chloride 3. Note the ratio of positive to negative ions, and write the
5. chromium(III) sulphide formula: K2S

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Formulas for Compounds with Polyatomic Ions

The rules for writing formulas for compounds containing
polyatomic ions are similar to the rules for other ionic
compounds. One difference is that brackets may be used to
show the ratio of ions. For example, in Zn(OH)2 there is one
Zn2+ for every two OH–.
Table 6.7 shows how ions are identified so that the
formulas for the compounds can be written. Notice that in
sodium hydroxide, the 1+ charge on Na+ balances the
1– charge on the polyatomic ion OH –. Since there is one
Na+ for every OH –, the formula for sodium hydroxide is
NaOH and no brackets are used (Figure 6.14). Figure 6.14 The common name for sodium
hydroxide is lye, and its formula is NaOH. Sodium
hydroxide is used in low concentrations in lye soap
(a) and in high concentrations in drain cleaner (b).
Table 6.7 Examples of Polyatomic Ions in Formulas
Name sodium hydroxide zinc hydroxide aluminum sulphate sodium phosphate
Ions Na+ OH– Zn2+ OH– Al3+ SO42– Na+ PO43–
Ratio of ions Na+ Zn2+ Al3+ Al3+ Na+ Na+ Na+

OH– OH– OH– SO42– SO42– SO42– PO43–
Formula NaOH Zn(OH)2 Al2(SO4 )3 Na3PO4
Example Problem 6.5
Write the formula for magnesium phosphate.
1. Identify the ions and their charges: Mg2+ and PO43–
2. Determine the numbers of each ion needed to balance the

charges: Practice Problems
Mg2+ Mg2+ Mg2+ PO43– PO43– Write the formulas for the
3. Note the ratio of positive to negative ions: following ionic compounds.
three Mg2+ for every two PO43– 1. aluminum hydroxide
4. Use the ratio to determine what subscripts to use. If a 2. calcium sulphate
subscript is needed for the polyatomic ion, include 3. sodium carbonate
brackets and place the subscript outside the brackets:
A subscript of 3 is needed after Mg2+. 4. iron(III) carbonate
A subscript of 2 outside a bracket is needed for PO43–. 5. copper(II) sulphate
5. Write the formula: Mg3(PO4)2

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Table 6.8 Prefixes Used for

Naming Molecules
Naming Molecular Compounds
Number of Prefix For the names of molecular compounds of two elements, Greek
Atoms prefixes are used to indicate how many atoms of each element are
1 mono present in a compound. The prefixes are listed in Table 6.8. For
2 di example, N2O3 is a molecular compound present in car exhaust
that contributes to smog. Its name is dinitrogen trioxide. The “di”
3 tri
means “2” and the “tri” means “3”.
4 tetra The rules in Table 6.9 will help you to name molecular
5 penta compounds of two elements.
Table 6.9 Steps for Naming Molecular Compounds

Steps Examples
1. Examine the formula. N2O PBr3 CS2
2. Name the first element. Note that the prefix “mono-” is nitrogen phosphorus carbon
not used when the first element is only one atom.
3. Name the second element, which ends with “–ide.” oxide bromide sulphide
When the prefix “mono-” is required before “oxide,” the
last “o” in the prefix is dropped. For example, it is
“monoxide,” not “monooxide.”
4. Add prefixes indicating the numbers of atoms. dinitrogen phosphorus carbon
monoxide tribromide disulphide
Molecular compounds containing hydrogen or more than two

elements are often given special names, as in Table 6.10.
Table 6.10 Common Molecular Compounds that Contain Hydrogen

Common Name Chemical Name Formula Use
Natural gas methane CH4 fuel, plastics industry
Wood alcohol methanol CH3OH antifreeze
Table sugar sucrose C12H22O11 sweetener
Rubbing alcohol propanol C3H8O antiseptic
Practice Problems Example Problem 6.6

Write the names of the Write the name for P2O5.
following molecular
compounds. 1. Name the first element: phosphorus
1. CO 4. N2O4 2. Name the second element, which ends with “ide”: oxide
2. CI4 5. PCl3 3. Add prefixes indicating the numbers of atoms:
3. OF2 diphosphorus pentaoxide

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Writing Formulas for Molecular Compounds

You can also work backward to determine the formula of a binary
molecular compound from its name. The prefixes indicate the
number of atoms of each type of element (Table 6.8).
Practice Problems
Write the formulas for the

Example Problem 6.7
following molecular
Write the formula for carbon tetrachloride. compounds.
1. Identify the first element, and give its symbol: carbon, C 1. carbon dioxide
2. Identify the second element, and give its symbol: chlorine, Cl 2. oxygen difluoride
3. Add subscripts to indicate the numbers of atoms: Carbon 3. nitrogen trifluoride

does not have a prefix, so there is only one C. The prefix 4. phosphorus
“tetra” is used with chloride, so a subscript of 4 is needed pentafluoride
after Cl.
5. dinitrogen trioxide
4. Write the formula: CCl4
B25 Quick Lab

Copper Compounds
Copper reacts with non-metals to form various
colourful compounds. Copper reacts with oxygen to
form red or black copper compounds. In moist air,
copper reacts to produce a blue-green compound
called copper(II) carbonate. Vinegar (acetic acid)
and copper react to produce copper(II) acetate.
Purpose
To produce a copper compound

• 2 pennies • vinegar (acetic acid)
• 1 paper towel Figure 6.15 The copper rooftops of Canada’s Parliament
Buildings are coated with a blue-green copper compound.
Procedure 4. Unfold the paper towel, and observe the penny.

1. Observe a penny, and note its properties. Compare it to a penny not soaked in acetic acid.
2. Fold a paper towel in quarters. Moisten the
Questions
paper towel with acetic acid.
3. Fold the wet paper towel around the penny. Set 5. Describe any evidence of a chemical reaction.
the paper and penny aside overnight or longer.
6. What colour is copper(II) acetate?

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SKILLS YOU WILL USE

B26 STSE Decision-Making Analysis Skills References 4, 6 ■ identifying and locating
research sources
■ Thinking critically and logically
Salt or Sand?
Issue Analyze and Evaluate
Canadian winters are harsh. Keeping our roads safe Your task is to find information about the costs and
in winter is a vital concern for Canadians. Safety can benefits of using various road salts, sand, or
be enhanced by improving traction, or grip, on alternative methods to treat icy roads. This
slippery roads. Many car owners use winter tires, information will help you to evaluate whether or not
while others add chains to their tires. Substances your school or community is making the best
such as road salt, sand, or gravel are also used to decision for your safety and the environment. You will
reduce slippery conditions. However, road salt can present your findings in a table and your decision in
harm the natural environment and damage stone a brief paragraph.
structures and metal on cars. Some ingredients in
1. ScienceSource Begin your search for
road salt are also toxic.
information. Use search engines. Try keywords
such as “road salt,” “calcium chloride,” “winter
Background Information
driving,” and “road safety.” Be sure to keep a list
Calcium chloride (CaCl2) and sodium chloride (NaCl) of your online sources of information.
are the major components of road salt. Magnesium
chloride (MgCl2) and iron salts may also be used in 2. Look in print materials such as magazines,
small amounts. The substances are finely crushed newspapers, and books for information on the
and spread on icy roads and pavements effects of salt on cars and roads in Ontario. Keep
(Figure 6.16). In the right conditions, road salt helps a list of all information sources.
ice melt away. Salt lowers the freezing point of water. 3. Examine the listed ingredients in different
For example, a 20 percent salt solution freezes at brands of road salt. Compare a “paw safe”
about −16°C, whereas fresh water freezes at 0°C. brand to another. Find out about the properties
However, much below −15°C, road salt is not effective. of each ingredient and why it is used.
Unfortunately, road salt can be harmful to plants
and animals. Some types of plants die if the soil is too 4. Create a table summarizing the pros and cons of
using road salt. Give your table a title. Under
salty. Pets may step in the road salt and become ill
“Options,” list types of road salt, sand, or
when they lick their paws. Wildlife that wanders on to
alternatives such as tire chains. For the other
highways to lick the road salt may get hit by vehicles.
headings, use “Pros,” “Best Conditions for Use,”
Road salt can also damage built structures. In
and “Cons.”
Ottawa, a limestone wall
along a popular route is 5. Based on what you now know, would you use
covered by plywood salt on the roads in your neighbourhood? If so, in
boards every winter. what conditions would you use road salt? If not,
Though unattractive, what alternative would you use and why? Write a
these boards protect brief paragraph to answer these questions. Refer
the limestone from to the table you created to help you as you write.
being “eaten away.”
Left uncovered, the
limestone would react
with the CaCl2 in the
road salt. Figure 6.16 Some road salts contain colour to make it
easier to see where they have been spread.

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Key Concept Review (d) methane
1. Identify each of the following as an atom, (e) sucrose
an ion, an ionic compound, or a molecular 6. Write the name of each of the following
compound. molecular compounds.
(a) C (e) CO (a) CBr4 (d) IBr2
(b) CO2 (f) NaCl (b) NO (e) PCl3
(c) CO3 2- (g) NF3 (c) OF2 (f) N2O3
(d) Co
2. Using the periodic table on page 191, write Connect Your Understanding
the ion notation for all possible ions of each 7. Consider the process in which an iron atom
of the following elements. turns into an iron(III) ion. Explain whether
(a) lithium the atom gains or loses electrons in this
process and how many.
(b) strontium
(c) vanadium 8. Explain why H2S is a compound but HCO3– is
not.
(d) chlorine
(e) sulphur 9. Use the following diagram to answer this
question.
3. Write the chemical names of the following
(a) What do the
ionic compounds.
different-
(a) Li2O (e) Mg(OH)2 coloured balls in
(b) CaF2 (f) FeCl2 the diagram
(c) KF (g) Al2(SO4)3 represent?
(d) Na3N (b) What do the
lines in the
4. Write the chemical formula for each ionic diagram
compound below. represent?
(a) magnesium chloride (c) What compound Question 9
(b) sodium sulphide is shown?

(c) calcium phosphide 10. Create a concept map about compounds.
Include references to both ionic and
(d) potassium nitride
molecular compounds, how to tell them apart
(e) calcium fluoride based on their formulas, and some examples
(f) aluminum oxide of specific compounds and their uses.
5. Write the formulas for the following

molecular compounds.
Reflection
(a) nitrogen triiodide 11. List three chemical names for substances
for which you knew only the common
(b) carbon dioxide
names when you began this section.
(c) sulphur hexafluoride
For more questions, go to ScienceSource.
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Balancing the Hazards and Benefits of

6.3 Compounds

• Society has many uses for

elements and compounds.
• Synthetic chemicals such as

CFCs and POPs can pollute the
environment and are hard to
break down.
• Chemistry gives us the

knowledge to make informed
personal decisions that have a
collective environmental
impact.
Figure 6.17 These students are dropping off batteries at a collection depot in Toronto, Ontario.
Some batteries contain toxic chemicals.
Toxic Chemicals, Useful Chemicals

All substances, natural and manufactured, are chemicals. Water,
gases in the air, the components of our bodies — all are made of
elements and compounds and mixtures of them. Our society
relies heavily on manufactured chemicals such as paints, plastics,
fertilizers, and pesticides. Many of these chemicals are potentially
hazardous, but we continue to produce and use them because
they have many benefits and because we have found ways to use
them safely and responsibly. How we make and dispose of
chemicals is also very important (Figure 6.17).
From Manufacturing to Recycling

Look at the materials in the room where you are sitting. Try to
find something in the room that was not made using potentially
toxic or hazardous chemicals (Figure 6.18). Many paints are toxic
when wet. Do you see any plastic? Most plastics, including those
safe for storing food or wrapping sandwiches in, are produced
from compounds that are toxic.
Issues involving the use of chemicals go beyond whether the
Figure 6.18 Manufacturing cell-
product we end up with is safe. For example, it includes concerns
phones can release toxic chemicals. about the health of workers exposed to toxic substances during

ist9_ch06.qxd 7/21/09 2:57 PM Page 231
manufacture. It also means preventing toxic

substances from escaping into the environment.
Many manufacturing processes produce by-
products that must be carefully disposed of. If this
is not done, even if the final product is safe, making
the product can harm people and the environment.
Some products are safe until they are thrown
away. For example, some batteries contain mercury
(Figure 6.19). Mercury is a poison, but it is not a
problem as long as the battery remains sealed. A
battery may be used for mere hours or days, but if
it is thrown in the garbage it may spend a decade in
a ditch slowly leaching mercury into ground water.
Proper disposal is essential to protect people and
the environment from hazardous chemicals. For
example, many communities treat computer parts
and other electronic components as hazardous
Figure 6.19 Alkaline batteries are considered safe to
waste. Landfills typically ban old computer parts throw in the garbage, but other batteries may contain toxic
because they contain heavy metals. substances.
B27 Quick Lab

What Do I Do with My Batteries?
Many of the portable electronics we enjoy and rely on Questions
require a regular supply of new batteries. Even
3. With a classmate or as a class, discuss the
rechargeable batteries eventually wear out and can no
following questions.
longer be recharged. Some batteries are considered a
hazardous household product because they can leach (a) What are some of the elements and
long-lasting contaminants, such as heavy metals, into compounds found in disposable batteries?
the environment if not disposed of properly. (b) What are some of the elements and
compounds found in rechargeable batteries?
Purpose (c) Are there battery collection depots easily
To identify battery use and safe disposal options available to you? If so, do you have an
obligation to use them?
Procedure
(d) If a battery collection program is not available
1. Estimate the number of battery-operated in your community, what could you do to
electronic devices that you use every day. establish one?
2. Identify those electronic devices that you use that
come with rechargeable batteries (for example,
laptops, iPods, and cellphones).

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During Writing Elements and Compounds in the Environment

Adding Details Some chemicals are safe to handle but can cause long-term
To add details to your writing, environmental damage. Other chemicals are toxic, even in tiny
explain what something is and amounts, although the effects of exposure can take years to
when and why it happens. Then, become apparent. Careful use, monitoring, and control of most
provide one or more examples
chemicals mean that ways can be designed to use them safely.
or even describe real-life
situations that give us a good
picture of the topic. Note the Mercury
ways that the paragraphs on Mercury is an element that is present in the environment
mercury use some of these
naturally, but in very low levels. Although humans have always
methods for adding details.
been exposed to tiny amounts of mercury, we do not know of any
way in which it is good for our health. In high enough
concentrations, it can cause mercury poisoning. Mercury
poisoning has many devastating effects on the nervous system and
muscles. Symptoms include rashes, numbness, tremors, slurred
Suggested STSE Activity •
B29 Decision-Making Analysis Case speech, and tooth loss. Mercury poisoning can also cause
Study on page 237 reproductive problems and birth defects.
A number of human activities greatly increase mercury levels
in the environment. One of these activities is burning coal for
energy. Researchers estimate that the amount of mercury in the
air is two to three times what it was before society started relying
on coal and other fossil fuels for energy. The mercury levels in
coal are low, but as the coal is burned, mercury atoms are spread
into the atmosphere. In the environment, the mercury becomes
more concentrated. It falls to the ground with precipitation and
contaminates water. Then, bacteria in the water change mercury
into an even more toxic substance, the compound methylmercury.
Methylmercury builds up readily in plants and animals. Animals
that eat other animals have the highest concentration of mercury
in their bodies.
Chemicals that occur in low concentrations are often
measured in parts per million (ppm) or milligrams per
kilogram (mg/kg). A piece of fish having a mercury concentration
of 1 ppm has one part mercury per million parts fish meat. Health
Canada recommends that people do not eat fish with more than
0.5 ppm mercury on a regular basis. In Ontario, mercury
exposure is greatest among Aboriginal communities in the north
who often eat fish caught in the local area.
Mercury in the Wabigoon River System

Many pulp and paper mills use chlorine bleach to make white
paper. It is possible to produce chlorine gas needed to make paper

ist9_ch06.qxd 7/21/09 2:57 PM Page 233
Figure 6.20 The Wabigoon River System of Ontario. People who eat fish caught in this
river system have had mercury poisoning.
products by dissolving salt in water and passing an electric

current through it. Until the 1980s, the process of chlorine
manufacture often used mercury. In northern Ontario, near
Dryden, facilities to make chlorine used mercury, but the disposal
was not carefully controlled, so large amounts of mercury leaked
into the environment. Tonnes of mercury were released into the
Wabigoon water system each year. The mercury was
contaminating the environment and slowly poisoning the people
who lived there (Figure 6.20).
The issue became worldwide news in the 1970s, as fishing
was banned due to high mercury levels. Residents showed
symptoms of mercury poisoning. As a result, regulations were
introduced to require tracking of mercury in the chlorine plant.
MERCURY
THE GRASSY NARROWS & ISLINGTON BAND
With careful monitoring of mercury and improved techniques for
using it, the escape of mercury was cut to one-thousandth of its
highest levels. Within a few more years, the release of mercury
was reduced to zero as a process that did not require mercury was
DISABILITY BOARD
put in place. Decades later, mercury levels are slowly dropping in
the local environment.
Mercury, Science, and Society

Mercury lasts a long time in the environment. Studies are
ongoing over 40 years later on the health effects on local peoples
affected by mercury spills near Dryden. A process to compensate
people has been set up, though it cannot repair the human A Historical Report 1986-2001
A CONDENSED VERSION
tragedy, loss of employment, damage to tourism, and harm to the 1

Len Manko
environment (Figure 6.21). Figure 6.21 The disability board

Science has an important role to play in our society. Science implements settlement payments
can be used to assess the impact of technologies on society and arising out of mercury contamination
and has representatives from
the environment. Science also helps us to monitor ongoing Aboriginal, provincial, and federal
practices and to improve methods of handling matter. governments.

ist9_ch06.qxd 7/21/09 2:57 PM Page 234
CFCs and the Ozone Layer

The story of chlorofluorocarbons (CFCs) is another example of
why it is important to monitor how chemicals are used. Eighty
F
years ago, most homes kept stored food cool by placing it in a
container with a large block of ice. The household “icebox”
C F
needed a constant supply of new ice, which was very
CI inconvenient. The introduction of CFCs changed all that
(Figure 6.22). CFCs are gases that can be used in refrigeration
Figure 6.22 CFCs units to keep them cool. CFCs are non-toxic and non-flammable
and were thought to be safe.
In the 1970s, monitoring showed that the ozone layer, which
blocks harmful UV rays from the Sun, was being destroyed by
CFCs (Figure 6.23). In addition to CFCs leaked from old fridges,
CFCs were being released into the atmosphere from aerosol spray
cans and even asthma medications.
In response, representatives from many countries met in
Montreal in 1987 and decided that CFCs were too harmful to try
to control. Their use had to be stopped. Canada and many other
countries pledged to phase out the use of CFCs and then carried
through with their ban. New technologies were invented to
replace the need for CFCs. By 1997, the ozone layer was starting
to get thicker, and it appears an environmental catastrophe had
been narrowly averted. However, it could be 2050 before the hole
in the ozone layer closes completely.
Figure 6.23 The ozone hole over

Antarctica in the fall of 2006.
Dobson units are a measure of
ozone concentration.

ist9_ch06.qxd 7/21/09 2:57 PM Page 235
Benzene — A Regulated Substance Table 6.11 Some of the Top

Chemicals Produced in
You have probably seen presentations made with an overhead North America
projector. You may have used one yourself, or your teacher may Production
have used one in science class. The sheets of clear plastic used for Chemical (109 kg)
overheads are called acetate sheets because they are made with a sulphuric acid 39.62
type of plastic called acetate. The process for making acetate calcium oxide 20.12
plastics uses several compounds, one of which is benzene. phosphoric acid 16.16
Benzene is a hazardous chemical that is both toxic and ammonia 15.03
flammable, but it can be used safely if proper procedures are sodium hydroxide 10.99
sodium carbonate 10.21
carefully followed. Why use benzene if it can be harmful?
nitric acid 7.99
Benzene continues to be used because it is important in many
ammonium nitrate 7.49
applications. It is one of the top 20 chemicals by volume produced
hydrogen chloride 4.34
in North America (Table 6.11). It is used to make dyes,
benzene 2.01
detergents, and medicines, such as aspirin. These substances do
not have benzene’s toxic properties. Environmental and health
concerns are met by carefully handling and controlling the use of
benzene.
Safe Transportation and Handling of

Benzene
Benzene is a regulated substance. This
means it must be used only according to
strict guidelines that are regularly reviewed
and revised (Figure 6.24). For example,
workers should not be exposed to an average
benzene concentration of more than 1 ppm.
At higher concentrations, workers must
wear masks with activated charcoal filters.
These measures may seem complicated, but
they are designed to protect workers and
still allow chemical processing to continue.
Science and technology make it possible Figure 6.24 Benzene is handled safely by keeping it in sealed
to use a potentially hazardous substance systems such as this one.
such as benzene safely and effectively to
produce materials that we need and want. We can manage
hazardous substances through a combination of:
• understanding the properties of substances and how to use
these substances safely
• designing innovative equipment and processes
• placing personal safety and environmental protection as the
top priority
• enforcing effective regulations
ist9_ch06.qxd 7/21/09 2:57 PM Page 236
Learning Checkpoint
1. What are some of the heath problems associated with exposure to

mercury?
2. What are two kinds of human activities that have resulted in the release of
excess mercury into the environment?
3. What is the effect of ozone in the upper atmosphere?
4. Why were CFCs originally thought to be safe and useful, and why were they
determined to be unsafe?
5. List four ways to aid in the safe handling of regulated substances.
B28 STSE Science, Technology, Society, and the Environment
POPs and Pesticides

Dichloro-diphenyl-trichloroethane (DDT) is an
effective pesticide that kills insects. Although it has
not been used in Canada since the 1980s, it is still
used in some countries to kill mosquitoes that
transmit malaria. Malaria is a serious disease that
kills hundreds of thousands of people each year,
many of them children. Figure 6.25 This type of mosquito can transmit malaria
DDT belongs to a group of compounds known
as persistent organic pollutants (POPs). A persistent • They easily change state from solid to gas and
pollutant is a chemical that will not break down in back again with temperature changes.
the environment. POPs are of special concern 1. In countries where malaria outbreaks are
because they can build up in the body tissues, a common, DDT is sprayed on surfaces inside the
process called bioaccummulation. Levels of the home. It is also common to make mosquito
chemicals become even more concentrated in netting that contains DDT. The nets can be
predator animals than in their prey, a process called draped around beds and babies' cribs. This
biomagnification. Chemicals that biomagnify can method of using DDT is considered much safer
build up to toxic concentrations in animals at the top than spraying DDT in the air. Do the benefits of
of the food chain, such as bears, eagles, and using DDT outweigh the risks in some cases?
humans. Justify your response.
POPs have a number of properties that can
2. State what properties you would consider when
allow them to bioaccumulate in body tissues and
choosing a pesticide to use on:
biomagnify in food chains:
(a) food crops
• They are long lived, meaning that they persist in
the environment for a long time before breaking (b) your lawn
down into simpler compounds. (c) a playground
• They move easily from place to place, where 3. List situations in which pesticides might be
organisms can come in contact with them. used. Rate how necessary you think their use is
• They are fat soluble and so can be stored in in each case.
fatty tissues of the body.
4. What are some alternatives to using pesticides?

ist9_ch06.qxd 7/21/09 2:57 PM Page 237
CASE STUDY SKILLS YOU WILL USE

B29 STSE Decision-Making Analysis SKills References 4, 6, 7

Thinking critically and logically
Communicating ideas,
procedures, and results in a
variety of forms
Fluoridation of Drinking Water
Issue Currently, fluoride is added to water supplies in
Fluoride is often added to drinking water to help parts of Canada, the United States, Australia, Russia,
prevent tooth decay. However, some people argue and some other countries. In developing countries,
that fluoridation of drinking water is unsafe. where only small amounts of sugar and processed
foods are eaten, the rates of tooth decay are often
Background Information lower than in developed nations such as Canada.
Medical authorities such as Health Canada, the
Ever since fluoride was first added to the water
Canadian Medical Association, the Canadian Dental
supplies of Grand Rapids, Michigan, in 1945, the
Association, and the Canadian Public Health
controversy over the fluoridation of drinking water
Association continue to support fluoridation.
has raged, with scientific facts becoming confused.
Supporters of fluoridation say that it prevents the
Analyze and Evaluate
incidence of tooth decay and presents minimal
health risks. Health experts have called it “1 of 10 1. From the information provided, prepare a
great public health achievements of the 20th Plus-Minus-Implications (PMI) chart about the
century.” Groups such as the American Dental addition of fluoride to water supplies.
Association say that fluoridation of water reduces 2. Research the use of fluoride in toothpaste.
the incidence of tooth decay by 40 percent to Identify the fluoride-containing compounds used
65 percent. in different brands of toothpaste. The tubes have
On the other hand, some people say that the labels warning that young children should use
fluoridation of drinking water may cause serious very small amounts of toothpaste to prevent
health problems in some individuals. Some question excessive fluoride intake.
its effectiveness in preventing cavities. Also, some
people note that they already consume fluoride in 3. Identify the reasons behind the controversies
their food. Furthermore, many critics see fluoridation related to fluoride campaigns.
as a violation of individual choice, saying it is a form 4. ScienceSource Begin your research on the
of medication imposed on the public. Others believe Internet. Be sure to keep a list of your sources of
that the effects of fluoride should be investigated information.
using the same criteria as for other environmental
5. Look in print materials such as magazines,
pollutants.
newspapers, and books for information on
The data to support the fluoridation campaign
fluoridation of water and fluoride drops.
were strengthened by a study comparing Sarnia,
Brantford, and Stratford, Ontario. In that study, tooth 6. Develop criteria that citizens need to consider to
decay in Brantford dropped from a rate of over make an informed decision. Identify potential
90 percent for children age 9–11 to about 55 percent issues and sources of misinformation.
following the addition of 1 ppm fluoride ion to the
7. Web 2.0 With your partner, create a Wiki, a
water. The low rate matched that in Stratford where
presentation, a video, or a podcast giving your
the water naturally contained 1.6 ppm fluoride ion.
opinion on the issue of fluoridation based on
However, tooth decay is a complicated process,
your research. For support go to ScienceSource.
influenced by diet, oral hygiene, dental care, genetic
factors, and the presence of naturally occurring
chemicals such as fluoride in drinking water.

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Key Concept Review 15. How are pollution in the environment and
human health related? Explain, using one
1. Is water a chemical? Explain.
or more specific examples.
2. List four kinds of manufactured chemicals
16. Mercury glass thermometers used to be
that have widespread use in our society.
common, but now we use digital or glass-
3. What are some of the negative health alcohol thermometers. The mercury in a
effects of exposure to high levels of thermometer is contained, so why would
mercury? digital or glass-alcohol thermometers be
safer to use than mercury thermometers?
4. List three reasons why hazardous chemicals
continue to be produced in our society.
5. Dry cell batteries that contain mercury are

tightly sealed. How can the mercury in a
dry cell battery end up in the environment?
6. How can the burning of coal lead to the

build-up of mercury in lake trout?
7. How did the production of chlorine gas lead

to mercury poisoning of residents of the
Wabigoon River system?
8. What were the main uses of CFCs in the

20th century?
9. Benzene is one of the top 20 chemicals

produced in North America. What are three
of its uses? Question 16
10. Benzene is a regulated substance. What 17. Once residents of the Wabigoon River
does this mean? system began showing medical signs of
mercury poisoning, action was taken to
11. What ways of handling benzene help it to eliminate mercury contamination. This was
be used safely? done in several steps. How was the release
12. What is the environmental hazard related of mercury to the environment first reduced
to widespread use of CFCs? and then eliminated?
Connect Your Understanding Reflection

13. CFCs were widely used because at first they 18. What have you learned in this section about
were considered to be safe. What two the production and use of chemicals for
properties did they have that led people to commercial and industrial purposes? What
believe CFCs were safe to use? do you consider the most important
message related to the production and use
14. In the future, will you recycle cellphone
of chemicals in our society?
batteries or throw them in the garbage?
Explain your decision. For more questions, go to ScienceSource.
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COOL IDEAS
f r o m J AY I N G R A M
Jay Ingram is an experienced

science journalist, author of The
Daily Planet Book of Cool Ideas,
How Small Is an Atom? and host of the Daily Planet on
Discovery Channel Canada.
Atoms are small — we all know But Feynman wasn’t finished.

that. But how small? It is almost He went beyond Encyclopedia
impossible to visualize the atomic Britannica to think about all the
realm, but here is an image that books ever written. He figured that
might help. Half a century ago, if you scoured all the libraries in
physicist Richard Feynman did the the world you would come up with
math to show that all the volumes enough print to cover a million
of the biggest encyclopedia of the pinheads. That is a lot, but if you
time, the Encyclopedia Britannica converted it all into code, like
(but think of Wikipedia), could be computer language, you would
written on the head of a pin only need about 100 atoms for
(Figure 6.26). each bit of that code. That meant
Figure 6.26 A single page from the
Feynman started by showing that all the books ever written
Encyclopedia Britannica
that if you shrank all the pages of could be stored in a cube of atoms
all the volumes of the one two-hundredth of an inch
encyclopedia by 25 000 times, across; that is slightly smaller
they would fit onto that pin. than two of the (barely
But could you actually visible) dots making up
write words and print the letters and pictures
pictures in that in this book. That is
ultramicroscopic how small atoms are.
world? Well, yes, you
could — as long as Question
you pulled together 1. What comparisons
atoms for each of the and analogies did the
little dots that make up author use to convey
the images and letters the size of an atom?
in the encyclopedia. How did his writing
Those dots are barely visible strategy help you to get a
to the unaided eye, but shrink sense of the size of an atom?
one of them 25 000 times, and it
could still contain a thousand Figure 6.27 The dark spots in this
image are individual atoms in a
atoms (Figure 6.27). You would
silicon crystal. It took a powerful
actually have space left over. microscope called a transmission
electron microscope to view these
atoms, shown here magnified about
5 million times.

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6 CHAPTER REVIEW
ACHIEVEMENT CHART CATEGORIES
k Knowledge and understanding t Thinking and investigation
c Communication a Application
7. Write the formula for each of the following
molecular compounds. k
(a) nitrogen monoxide
Key Concept Review (b) carbon disulphide
1. Define the term “compound.” Give an (c) phosphorus tribromide
example. k
8. Does the following diagram depict a
2. (a) The chemical formula for hydrogen molecular compound or an ionic
peroxide is H2O2. What elements are compound? Explain. k
present in this substance and in what
ratio? k
(b) Identify hydrogen peroxide as an ionic
compound or a molecular compound. k
(c) Name two uses for hydrogen peroxide.
k
3. Indicate whether or not each of the

following elements can form ions, and if so,
give all possible ion symbols. k
(a) nitrogen (e) chlorine
Question 8
(b) lithium (f) sodium
(c) aluminum (g) xenon
(d) oxygen (h) copper 9. Why are chemists interested in the valence
shells of atoms? k
4. Write the chemical name for each of the
following ionic compounds. k 10. Write the name or formula for the following
compounds. k
(a) KI (b) CaCl2 (c) AlBr3
(a) magnesium hydroxide
5. Write the formula for each of the following (b) sodium carbonate
ionic compounds. k
(c) aluminum sulphate
(a) lithium nitride
(d) CsHCO3
(b) iron(II) chloride
(e) BaCO3
(c) sodium hydroxide
(f) K2SO4
6. Write the chemical name for each of the
11. (a) What is the main difference between
following molecular compounds. k
ionic bonds and the bonds in a
(a) PF5 (b) Cl2O3 (c) CF4 molecule? k
(b) Which generally have higher melting
temperatures: ionic compounds or
molecular compounds? k

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12. How are chemical names different from 19. Use the example of CFCs to explain why
common names? Provide an example. k many people believe that when it comes to
releasing new compounds into the
Connect Your Understanding environment we should proceed with
caution. a
13. Glucose, acetic acid, and propanol are all
composed of the same three elements: 20. List the common names for two compounds
carbon, oxygen, and hydrogen. How can mentioned in Chapter 6 that you are
these very different compounds can be familiar with from your everyday life. Give
composed of the same elements? t the common uses, chemical names, and
formulas for these compounds. a
14. (a) Which types of batteries are considered
safe to throw in the garbage? a
Reflection
(b) Are there any disadvantages to
throwing batteries in the garbage if it is 21. Briefly describe three ways in which
safe to do so? Explain. t specific compounds can affect your
personal health that you were unaware of
(c) Evaluate the advantages of using
before reading Chapter 6. c
rechargeable batteries rather than
disposable ones. t 22. Describe an issue related to the
manufacture, use, or disposal of chemicals
15. Chlorine is a compound that is toxic in high
that you had not thought about before
concentrations as a gas but which can also
reading this chapter. c
be used in drinking water supplies to
make the water safe to drink. How might
each of the four guidelines for using After Writing
hazardous substances safely on page 235
be applied to the use of chlorine? a Reflect and Evaluate
Choose your opinion paragraph about road salt or
16. What are three actions that your your information piece about the effects of fluoride.
community could take to reduce mercury Exchange with a partner, read, and provide feedback
contamination of the environment? Present on how your partner used topic sentences, details,
your ideas in a poster, a letter to the editor and good flow from one sentence to the next to stay
of your school newspaper, or a 30 s public on topic and create unity.
service announcement. c
17. What would you want to find out about a

chemical pesticide before using it on a lawn Unit Task Link
or a playing field? a Chemical names, symbols, and formulas provide
us with a common scientific language. How will
18. Explain the history of the use of CFCs by
you communicate the results of your tests of
addressing the following questions. Why
different toothpaste ingredients? Start by naming
were they produced, and what were they
and giving the formulas for compounds found in
used for throughout the world? Why were commercial toothpastes. Also list the names and
CFCs once thought to be safe, and why did symbols of the elements that make up the
they turn out to be unsafe to use? How did compounds.
the world community respond to new
knowledge about the effects of CFCs on the
environment? a

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UNIT
B Summary
KEY CONCEPTS CHAPTER SUMMARY
4 Matter has physical and chemical properties.
• Particle theory of matter • All matter is composed of moving particles that attract one another but have
• States of matter spaces between them. (4.1)
• Classifying matter • Matter can be solid, liquid, or gas, or a combination of states and can change
• Observing physical properties from one state to another. (4.1)
• Observing chemical properties • Elements and compounds are pure substances. Mechanical mixtures,
• Usefulness and impact of suspensions, and solutions are combinations of pure substances. (4.1)
substances’ properties • Physical properties are characteristics of a substance that can be observed or
measured without changing what the substance is. Physical properties include
boiling point, colour, conductivity, viscosity, and adhesion, cohesion, and other
special properties of water that are important in living systems. (4.2)
• Chemical properties describe how substances react with other substances or to
light or heat and can be observed when chemical changes occur. (4.2)
5 The periodic table organizes elements by patterns in properties and atomic structure.
• Atomic theory • Every element is composed of a distinct type of atom. (5.1)

• Atomic models • The atomic model continues to be revised based on new experimental evidence.
• Subatomic particles Bohr diagrams are one way to represent atomic structure. (5.1)
• Element names and symbols • An atom has a dense nucleus of neutrons and protons, which is surrounded by
• Properties of common elements shells of electrons. (5.1)
• Periodic table • Each element has a standard name and symbol. (5.2)
• Properties of chemical groups
• The periodic table organizes the metals, non-metals, and metalloids based on
properties such as number of protons in an atom. (5.3)
• The alkali metals share similar properties, such as conductivity, which are different
from the properties of the halogens and noble gases. (5.3)
6 Elements combine to form ionic compounds and molecular compounds.
• Compounds • Compounds are pure substances composed of atoms of two or more elements
• Chemical bonds that are joined by chemical bonds. (6.1)
• Chemical names and formulas • Ions with opposite charges attract each other in ionic compounds, while atoms in
• Using elements and compounds molecules share valence electrons. (6.1)
• The formulas for many common compounds can be determined from their
names, and vice versa. (6.2)
• How we make use of elements and compounds affects society, the economy, and
the environment. (6.3)

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VOCABULARY KEY VISUALS
• adhesion (p. 150) • mass (p. 138)

• boiling (p. 138) • matter (p. 138)
• boiling point (p. 139) • mechanical mixture (p. 142)
• chemical change (p. 152) • melting (p. 138)
• chemical property (p. 152) • melting point (p. 139)
• chemical reaction (p. 152) • particle theory of matter
• cohesion (p. 150) (p. 139)
• combustibility (p. 153) • physical property (p. 150)
• compound (p. 141) • property (p. 141)
• condensation (p. 138) • pure substance (p. 141)
Adhesion and cohesion of water droplets
• deposition (p. 138) • solution (p. 142)
• element (p. 141) • sublimation (p. 138)
• freezing (p. 138) • suspension (p. 142)
• freezing point (p. 139) • volume (p. 138)
• inert (p. 133) A glowing firefly
• alkali metals (p. 194) • metals (p. 180)

• atom (p. 168) • metalloids (p. 180)
• atomic mass (p. 192) • neutrons (p. 173)
• atomic mass units (amu) • noble gases (p. 195)
(p. 192) • non-metals (p. 180)
• atomic number (p. 190) • nucleus (atomic) (p. 173)
• atomic theory (p. 170) • period (p. 193)
• electrons (p. 172) • protons (p. 173)
• group (chemical family) • relative mass (p. 175)
(p. 193)
• subatomic particles (p. 175) Chlorine, bromine, and iodine
• halogens (p. 194)
• valence electrons (p. 197)
• ion (p. 192)
• valence shell (p. 197)
• ion charge (p. 192)
• bond (p. 213) • molecular compound

(p. 213)
• chemical formula (p. 219)
• molecules (p. 213)
• ionic bonds (p. 213)
• parts per million (ppm)
• ionic compounds (p. 212)
(p. 232)
Salts
UNIT B Summary 243

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UNIT
B
Design a Toothpaste
Task
Your Goal
Toothpastes are designed to remove plaque and prevent
cavities. They work by making it easier to brush plaque
away, killing plaque bacteria, making teeth stronger, or a
combination of these effects. Your task is to investigate
the properties of commercial toothpastes and possible
ingredients for homemade toothpastes. You will design
the testing procedure and carry it out.
What You Need to Know

Plaque bacteria on teeth Some 5000 years ago, the Egyptians made tooth
powders from the ashes of ox hooves, myrrh, powdered
and burnt eggshells, and volcanic rock. By the late
Getting Started 1800s, toothpaste was designed to be better tasting and
Tooth decay is a chemical process — helped along by more effective.
bacteria. Within a couple hours of brushing your teeth, Today’s commercial toothpastes contain ingredients
bacteria build up and produce a sticky coating. This such as sweeteners (typically saccharin or xylitol),
coating, along with the bacteria, is known as plaque. preservatives, and artificial flavours. Fluoride
As the plaque bacteria feed on sugars in your food, compounds are also added to make the teeth stronger
they make acids, which corrode your teeth. The bacteria and more resistant to decay. In recent years, new
grow especially well if they have sucrose to feed on. ingredients have been added to toothpastes to remove
Tooth decay can lead to headaches, cavities, and tooth stains and whiten teeth, kill bacteria, and improve
loss. Plaque itself can irritate the gums and make them breath.
shrink. In extreme cases, plaque can get into the In normal use, it is expected that you might swallow
bloodstream and damage the heart. a small amount of toothpaste inadvertently. This is not
dangerous. However, in high concentrations, some of
the substances in toothpaste can be toxic, and so
Criteria for Success toothpaste should not be consumed. For safety reasons,
• You must justify why you are investigating particular chemists do not conduct initial tests of products like
properties. For example, you may have safety toothpaste on people. They start by investigating the
concerns about certain ingredients. You may properties of ingredients and using models to see how
predict that some ingredients will be better at products might work.
removing plaque than others.
• You must design and use an observation table to
record observations of properties.
• You must test the effectiveness of different
toothpastes or ingredients using a model.
• Based on your results, you should design a
homemade toothpaste.
Possible materials and

equipment

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2. Choose at least one toothpaste and three possible

What You Need
toothpaste ingredients to investigate.
• toothbrush
3. Design a procedure for investigating the properties
• two or more 250-mL beakers
of the substances you chose above. You must
• spoon include a complete list of materials and equipment.
• medicine dropper
4. Decide what you will use as a model for teeth.
• materials and equipment for testing various properties
Design a procedure to test the effectiveness of the
• hardboiled eggs, small ceramic tiles, sea shells, toothpastes and ingredients. Be sure to include
a plastic cutting board, or other materials that can controls and to identify the variables.
be stained
• dark tea or coffee 5. Have your teacher approve your procedure and
materials.
• molasses or honey
• one or more commercial toothpastes 6. Conduct your investigation according to your
• cinnamon, cooking oil, food colouring, glycerin, procedure.
sodium hydrogen carbonate, sodium chloride, starch,
wax, or other possible toothpaste ingredients Assessing Your Work
7. (a) What were the properties of the toothpastes and
ingredients that you investigated?
CAUTION: Do not taste the toothpastes or the ingredients. (b) Which of these properties are useful in
toothpaste?
Procedure 8. Examine your procedure, and make suggestions for
1. Decide which properties of substances to investigate improvement. For example, how useful was your
for your toothpaste recipe. Select some from the list model? Were you able to control variables when
below, or add others. testing different substances on your model? If you
were going to conduct this inquiry again, would you
• hardness
investigate different substances? If so, why?
• melting point 9. Which type of toothpaste do you prefer? Why?
• solubility 10. (a) What recipe would you recommend for a
• texture homemade toothpaste?
(b) How would you improve your recipe?
• reaction with acid
11. What type of toothpaste would you recommend for a
• reaction with water child under two years of age? Why?
UNIT B Task 245

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UNIT
B Review
ACHIEVEMENT CHART CATEGORIES
k Knowledge and understanding t Thinking and investigation 7. Use the following list of properties to create
c Communication a Application
a profile of a pure substance or mixture of
your choice. Add other terms as needed. c
Key Terms Review • boiling point • lustre
• colour • malleability
1. Create a concept map to link the key terms • combustibility • melting point
listed below. Add examples of substances, • conductivity • reactivity
where appropriate. c • density • solubility
• atom • molecule • ductility • viscosity
• electron • neutron • hardness
• element • period
• group (chemical) • proton The periodic table organizes elements by
• ionic compound • pure substance
5 patterns in properties and atomic
• matter • solution structure.
• mechanical mixture • suspension 8. John Dalton described matter as being
• molecular compound composed of atoms. How is his 200-year-old
atomic model different from the current
Key Concept Review atomic model? k
Matter has physical and chemical
4 properties.
9. How did J. J. Thomson make use of cathode
rays to investigate atomic structure? What
2. Distinguish between a homogeneous did he conclude based on his results? k
mixture and a heterogeneous mixture. k
10. How did Ernest Rutherford discover the
3. What is the difference between cohesion atomic nucleus? k
and adhesion? k
11. How did Niels Bohr contribute to the
4. Identify the following as either physical understanding of atomic structure? k
properties or chemical properties. k
12. What is the difference between a group and
(a) Diamonds are hard.
a period in the periodic table? k
(b) Gallium will melt in the palm of your
hand. 13. How are metals, non-metals, and metalloids
organized in the periodic table? k
(c) Wood burns easily.
14. List four properties shared by the halogens.
(d) Iron is magnetic. k
(e) Some cleaners are corrosive. 15. Name an element that reacts vigorously
5. Distinguish between boiling and with water. k
condensing. k 16. Give the number of valence electrons in an
6. Use the particle theory of matter to explain atom of each of the following elements. k
how a solid can melt if sufficiently heated. k (a) hydrogen (b) aluminum (c) carbon
(d) oxygen (e) chlorine
246 UNIT B Review

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17. Use the diagram below to answer the (d) ZnO

following questions. (e) N2S3
2+ (f) Br2
22. Identify each of the substances in the

previous question as an ionic compound, a
molecular compound, or neither. k
23. Describe two ways in which mercury

Question 17
affects the body. k
(a) What element is shown? k
(b) What group in the periodic table does

Connect Your Understanding
this element belong to? k 24. (a) What properties of polyethylene plastic
(c) What is the charge on this ion? k make it useful? a
(d) How many valence electrons are in a (b) What are some concerns associated with
neutral atom of this ion? k the use of polyethylene? t
18. Name an element that fits each of the 25. Name three properties of water that people
following descriptions. k can benefit from and describe how we
benefit. a
(a) a solid at room temperature
(b) neither a metal nor a non-metal 26. Why would aluminum foam be a good
choice of material for a car bumper? t
(c) an alkali metal
(d) a colourful, reactive gas at room 27. How could you alter the viscosity of honey?
temperature a
Elements combine to form ionic 28. (a) Sugar dissolves in water. Does this
6 compounds and molecular compounds. mean that all white substances dissolve
in water? Explain. t
19. (a) Explain what an “ion charge” is. k
(b) Will a sugar solution conduct
(b) How can ion charges be used to
electricity? Explain. a
determine the chemical formulas of
compounds? k 29. What is diamond made of, and why is it not
considered to be a compound? a
20. Is a metal element more likely to form
an ion by losing electrons or by gaining 30. Why can we not dispose of all household
them? k waste in the same way? Use at least two
examples of specific substances in your
21. Give the names and ratios of the elements
answer. a
in the following substances. k
(a) LiCl 31. Some early philosophers considered
elements to be earth, wind, water, and fire.
(b) Al2S3
Why do chemists today no longer classify
(c) AgF water as an element? t
Unit B Review 247

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UNIT
B Review (continued)
32. (a) Describe one property shared by elements 38. Which of the following substances will
from Group 17 and Group 18. t dissolve in water to form a solution that can
(b) What is a property that Groups 17 and conduct electricity? a
18 do not share? t (a) potassium chloride (d) MgO
(b) glucose (e) CH4
33. Indicate whether or not each of the
following elements can form ions, and if so, (c) Ne
give the ion symbol or symbols. t 39. What two pieces of information does a
(a) silicon (b) barium (c) beryllium formula for a molecule provide? t
(d) krypton (e) lead (f) selenium
40. Is neon likely to be part of a compound?
34. Can density vary throughout a mixture? Why or why not? a
Explain. t
41. Do all compounds that contain only
35. Describe two patterns found in the periodic hydrogen, carbon, and oxygen have the
table. a same properties as one another? Explain,
using two examples. t
36. For each of the following, state the type of
mixture. a 42. Use an analogy to describe the quantum
mechanical model of the atom. c
(a) a banana milkshake
(b) water with sugar dissolved in it 43. (a) What do elements in the same period on
the periodic table have in common in
(c) tomato juice
terms of structure of their atoms? t
37. Use the diagram of benzene below to (b) How does the atomic structure of the
answer the questions that follow. elements change within a period as you
(a) Benzene contains hydrogen and carbon. read from left to right across the
What do the different-coloured balls in periodic table? t
the diagram represent? a
44. Three containers each hold a different
mystery element. Four of their properties
are given in the table below. Identify which
element is: a
(a) a non-metal
(b) an alkali metal
Question 37 (c) a noble gas
Properties of Mystery Elements
(b) What do the lines in the diagram
State at
represent? a Colour 20°C Reactivity Conductivity
(c) Is benzene an ionic compound or a X green- gas high no
molecular compound? t yellow
Y colourless gas none no
Z silver- solid high yes
white
248 UNIT B Review

ist9_ch06.qxd 7/21/09 2:58 PM Page 249
45. What makes a ball-and-stick model a useful 53. Draw a diagram of a boron atom with six
representation of a molecule? a neutrons. Label the subatomic particles. c
46. How can the manufacture of safe products, 54. Explain how you could test the
such as plastic food containers, result in the conductivity of: a
chemical contamination of the (a) a soft drink
environment? t
(b) a strip of copper metal
47. Name three elements that can be harmful if
55. Use the Bohr diagrams below to answer the
not handled properly. How are they
questions that follow.
harmful? a
1-
48. Suppose you go on a fishing trip to Lake
Ontario and catch several fish. Which fish
would be safer to eat and why: a small fish
that eats plants or a big fish that eats other
fish? a
A B
49. Dish soap dissolves in both water and oil.
Question 55
Why would dish soap be useful for cleaning
a waterbird caught in an oil spill? a a
(a) Name the elements shown.
(b) Did the ion shown in B form by losing
Skills Practice
an electron or gaining an electron? a
50. Write a word trick to help you to remember
(c) Would the atom shown in A be likely to
the symbols for the elements sodium,
be found in an ionic compound?
silicon, and sulphur. c
Explain. a
51. The salt shown here is (d) Would the ion in B be more likely to
cobalt(II) chloride. bond with Ca2+ or with O2– ?
Describe three properties Explain. t
of cobalt(II) chloride. a
56. Draw Bohr diagrams to depict atoms of the
52. Suppose you have following elements. c
collected a gas in a test (a) oxygen (b) sodium (c) hydrogen
tube. To identify the gas,
you light a wooden Question 51 57. Write the chemical names of the following
splint, then blow it out compounds. c
so that it is glowing and (a) MgBr2 (d) Al2O3 (g) K2CO3
put it in the test tube. What do you predict
(b) Ba3N2 (e) NaI (h) MgSO4
would happen if the test tube were filled
with oxygen gas? a (c) Ca3P2 (f) CaCl2 (i) CsHCO3
Unit B Review 249

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UNIT
B Review
58. Identify each of the following compounds
(continued)
Revisit the Big Ideas and Fundamental
as either ionic or molecular, and give the Concepts
formula for each one. c
63. How can the various types of matter that
(a) magnesium phosphide exist be explained by the particle theory of
(b) lithium nitride matter? a
(c) phosphorus pentachloride
64. How did the development of the atomic
(d) aluminum bromide model make it easier for people to explain
(e) calcium sulphide how chemical reactions occur? t
(f) sulphur dioxide 65. What are elements, and how are they
(g) potassium iodide responsible for the properties of pure
(h) sodium oxide substances? a
(i) calcium hydroxide

Science, Technology, Society,
(j) aluminum hydrogen carbonate STSE
and the Environment
(k) nitrogen trichloride
66. Suppose you were going to purchase a
59. Copy the following table into your refillable water bottle. Discuss the
notebook. Use the periodic table to fill in properties of all of the choices. a
the blanks. t (a) new plastic bottle
Information About Elements (b) old plastic pop bottle
Atomic Protons Electrons (c) aluminum
Symbol Name Mass In Atom In Atom
(d) glass
H 1.01
Which type of bottle would you choose, and
17
why? t
Ca
67. Benzene dissolves in fat, is combustible, and
silver
changes state from liquid to gas very
10 readily. Suggest why these properties are
U considered hazardous. a
68. Give examples of three substances that can

60. Suppose you mixed a copper compound cause pollution if thrown in the garbage.
with lemon juice. How would you know if What are the effects of pollution from these
these reacted to form a new substance? a substances? a
61. Would you use the number of neutrons in an 69. Compare the properties and composition of
atom to find the element it belongs to? sand and road salt. If you had a choice
Explain. t between sprinkling road salt or sand to melt
62. How is road salt different from table salt? ice patches at the entrance to your school,
Give their chemical names and formulas. a
which would you use? Why? a
250 UNIT B Review

ist9_ch06.qxd 7/21/09 2:58 PM Page 251
70. Why would living in an energy-efficient (b) What are some of the impacts on
home help to reduce pollution? t society, the economy, and the
environment when we alter matter? a
71. Compact fluorescent light bulbs are much
more energy efficient than regular (c) How can we alter matter to meet our
incandescent light bulbs. However, compact needs while improving the conditions of
fluorescent light bulbs contain tiny the environment? Explain, using one or
amounts of mercury. Suggest what steps more specific examples. t
should be taken when it comes to handling 76. Suppose you visit a lake in a wilderness
and disposing of compact fluorescent light area that is completely uncontaminated and
bulbs. a unaffected by human activity. Is this lake
72. How can industrial activities affect water likely to be full of chemicals or not? Explain
supplies? List at least two ways. a your reasoning. t
Reflection
77. As this unit has demonstrated, everything
around you is composed of chemicals.
Briefly describe how your understanding of
the concept of “chemicals” changed during
this unit. c
78. In the past, people have often used new

technologies and chemicals without
Question 72 carefully considering the long-term
consequences of their use and disposal. List
three issues relating to the use and disposal
73. Is keeping water safe to drink the only
of chemicals that you became aware of
reason to prevent water pollution? Explain.
t
while studying this unit. Write a letter to
future generations explaining your view of
74. Think of one chemical that you know of how these issues should be addressed today
from each of the following areas that has a and why this will make a difference in the
positive use in your life: hygiene, food, future. c
medicine. Identify the chemical by its
79. The way in which we apply science and
common name and, if possible, its chemical
technology impacts the environment. Of the
name, and state the positive role that it
different ways that chemistry can be used
plays. a
to solve environmental problems, describe
75. (a) What kinds of physical and chemical at least one that you think is very promising
changes can people use to alter matter? a based on your new understanding of the
properties of matter. c
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6 Elements combine to form ionic

208 UNIT B Atoms, Elements, and Compounds

Shown here is a mixture of two ordinary Skills You Will Use

Concepts You Will Learn

Elements combine to form ionic compounds and molecular compounds. 209

6.1 How Compounds Form

Here is a summary of what you

• Compounds are composed of

• Ionic compounds form when

• Molecular compounds form

Hydrogen peroxide Chemicals Everywhere

210 UNIT B Atoms, Elements, and Compounds

B20 Quick Lab

3. Observe as your teacher pours water into a

Elements combine to form ionic compounds and molecular compounds. 211

During Writing Two Types of Compounds

(a) (b) (c)

212 UNIT B Atoms, Elements, and Compounds

All ionic compounds are solids at room temperature. In fact, W O R D S M AT T E R

Forming Ionic Compounds

As the figure shows, a sodium atom loses an electron by giving

Figure 6.5 The crystals in this table

Elements combine to form ionic compounds and molecular compounds. 213

Suggested Activity • Molecular Compounds

(a) (b) (c)

214 UNIT B Atoms, Elements, and Compounds

B21 Quick Lab

5. When your solutions are prepared, use a battery-

2. Fill each beaker with 50 mL of tap water. Set the

3. Add one small spoonful of sucrose to the second

B22 Skill Builder Activity

Elements combine to form ionic compounds and molecular compounds. 215

B23 Quick Lab

Purpose • It is possible in some cases for more than one

3. For each of the following, build the model and

4. The following molecules can each be assembled

216 UNIT B Atoms, Elements, and Compounds

6.1 CHECK and REFLECT

3. Give an example of a molecular compound.

4. Give an example of a substance held

Conductivity in solution poor good

Elements combine to form ionic compounds and molecular compounds. 217

6.2 Names and Formulas of Common Compounds

Here is a summary of what you

• Ionic and molecular

• You can use a chemical

Common Names and Chemical Names

218 UNIT B Atoms, Elements, and Compounds

However, the term “salt” does not indicate which specific

B24 Quick Lab

Elements combine to form ionic compounds and molecular compounds. 219

Table 6.2 Ion Charges

1. What is a salt? Give an example.

220 UNIT B Atoms, Elements, and Compounds

Naming Ionic Compounds W O R D S M AT T E R

Name of metal Name of non-metal + ide

The formulas of ionic compounds often contain numbers,

BaF2 Ba2+ F– barium fluoride

K3N K+ N3– potassium nitride

Example Problem 6.1 Practice Problems