‭Grade 9 Chemistry Workbook‬

‭This workbook belongs to a Branksome Grade 9 student‬

‭NAME: ____________________________‬
‭Teacher’s name: ____________________‬
‭page‬‭2‬
 ‭Grade 9 Chemistry Unit Outline‬

‭Glossary of command terms:‬

S‭ tate‬‭– Give a specific name, value or other brief‬‭answer without explanation or calculation‬
‭Draw‬‭– Represent by means of pencil lines (add labels‬‭unless told not to do so)‬
‭Describe‬‭– Give a detailed account.‬
‭Compare‬‭–‬‭Give‬‭an‬‭account‬‭of‬‭similarities‬‭and‬‭differences‬‭between‬‭two‬‭(or‬‭more)‬‭items,‬‭referring‬‭to‬‭both‬‭(all)‬
‭of them throughout.‬
‭Predict‬‭– Give an expected result of an upcoming action‬‭or event.‬
‭Suggest‬‭– Propose a hypothesis or other possible answer.‬
‭Explain‬‭– Give a detailed account of causes, reasons‬‭or mechanisms.‬

‭Learning Goals‬
‭1.‬ D ‭ escribe‬‭the characteristics of subatomic particles‬‭(neutrons, protons, and electrons), including charge,‬
‭location within the atom, and relative mass.‬
‭2.‬ ‭Apply‬‭standard atomic notation to any element on the‬‭periodic table.‬
‭3.‬ ‭Define‬‭an isotope.‬
‭4.‬ ‭Identify‬‭the type (metal, non-metal, metalloids) and‬‭family of the‬‭elements based on their location on‬
‭the Periodic Table.‬
‭5.‬ ‭Define‬‭atomic number and mass number and be able to‬‭locate them for the first 20 elements.‬
‭6.‬ ‭Determine‬‭the number of protons, electrons and neutrons‬‭using the Mass number and/ or Atomic‬
‭number for atoms.‬
‭7.‬ ‭Determine‬‭a pattern found in the number of valence‬‭electrons of elements within the same group and‬
‭number of shells in elements found within the same period.‬
‭8.‬ ‭Identify‬‭and‬‭Explain‬‭the trends in atomic radii and‬‭reactivity of elements found in groups 1 (Alkali‬
‭metals) and 7 (halogens).‬
‭9.‬ ‭Apply‬‭the Bohr-Rutherford model of the atom to the‬‭first 20 elements on the periodic table.‬
‭10.‬ ‭Draw‬‭outer shell (valence) electron structures (Lewis‬‭dot diagrams) of atoms.‬
‭11.‬ ‭Distinguish‬‭between elements, compounds and mixtures.‬
‭12.‬ ‭Identify‬‭if a substance is an element or a compound.‬
‭13.‬ ‭Define‬‭octet rule.‬
‭14.‬ ‭Distinguish‬‭between an atom and an ion.‬
‭15.‬ ‭State‬‭the difference between an anion and a cation.‬
‭16.‬ ‭Identify‬‭if a compound is an ionic compound or covalent‬‭compound (aka molecule).‬
‭17.‬ ‭Distinguish‬‭between physical and chemical properties‬‭and changes.‬
‭18.‬ ‭State‬‭examples of physical and chemical properties‬‭and changes.‬

‭page‬‭3‬
 ‭ atter‬ ‭can‬ ‭be‬ ‭described‬ ‭using‬ ‭hierarchical‬ ‭classification.‬ ‭Use‬ ‭the‬ ‭following‬ ‭terms‬ ‭to‬ ‭complete‬ ‭the‬
M
‭table below:‬‭Solution, Element, Mixture, Compound,‬‭Mechanical Mixture‬

‭Matter can also be described by its physical and chemical properties:‬

‭PHYSICAL PROPERTIES‬ ‭CHEMICAL PROPERTIES‬

‭ characteristic of matter that can be observed and‬

A ‭ characteristic of matter that can be observed in a‬
A
‭measured without changing the chemical identity of‬ ‭chemical reaction.‬
‭the substance.‬

‭Examples:‬ ‭Examples:‬

‭ ort the following properties into the physical or chemical properties examples boxes above:‬
S
‭Boiling point, combustibility, toxicity, colour, density, acidity‬

‭page‬‭4‬
 ‭Atoms have three subatomic particles: protons, electrons and neutrons.‬
‭Protons have a positive charge; electrons have a negative charge; neutrons have a neutral charge.‬
‭Atoms are mostly empty space (99.999999% empty) with a dense and tiny nucleus.‬
‭Nucleus has protons and neutrons; electrons spin around the nucleus in energy levels or shells.‬
‭Neutrons and protons have an atomic mass unit (AMU) of 1 because they have the same mass.‬
‭An electron has a 1/2000 th of the mass of a proton. So, they are comparatively very light.‬

‭2‬‭. Complete the following table describing the three‬‭subatomic particles:‬

‭Proton‬ ‭Neutron‬ ‭Electron‬

‭Location in the atom‬

‭Electric charge‬

‭Relative mass‬

‭page‬‭5‬
‭Using the info on the previous page, fill in the blanks on this page.‬
‭You may also choose to colour code this summary page.‬

‭page‬‭6‬
‭Elements and Element Symbol‬
‭●‬ ‭An element is a pure substance that has only one type of atom. The atoms of an element have the same‬
‭number of protons and electrons.‬
‭●‬ ‭For example, Carbon is an element that only has Carbon atoms which have 6 protons and 6 electrons.‬
‭●‬ ‭Element symbol is usually given with one to three letters and the first letter is always capitalised. This is‬
‭what you see on the periodic table (see page 2 for the Periodic Table). For example, Carbon’s symbol is C.‬

‭Atomic Number and Mass Number‬

‭●‬ ‭Atomic number is the number of protons in an element. (atomic number is the smaller number given‬
‭for the element on the periodic table).‬
‭●‬ ‭Mass Number is the total number of protons and neutrons in the nucleus of an atom. (mass number is‬
‭the rounded off value of the decimal number given in the periodic table).‬

‭Standard Atomic Notation‬

‭●‬ ‭A way of representing an element with its symbol, mass number and atomic number. An example is‬
‭given below:‬

‭Determining the number of protons, electrons and neutrons:‬

‭●‬ ‭Number of Protons = Atomic Number for that element‬
‭●‬ ‭Number of Electrons = Number of Protons (to maintain a neutral atom)‬
‭●‬ ‭Number of Neutrons = Mass Number minus Atomic Number‬

‭page‬‭7‬
‭Use the information from the previous page and the periodic table to complete the following table:‬

‭Element name‬ ‭ lement‬ A

E ‭ tomic‬ ‭ ass‬
M ‭ tandard‬
S ‭ umber‬
N ‭ umber‬ N
N ‭ umber‬
‭symbol‬ ‭Number‬ ‭Number‬ ‭Atomic‬ ‭of‬ ‭of‬ ‭of‬
‭Notation‬ ‭protons‬ ‭electrons‬ ‭neutrons‬

‭Carbon‬

‭Aluminium‬

‭Sulphur‬

‭Beryllium‬

‭Fluorine‬

‭Sodium‬

‭Copper‬

‭Silicon‬

‭Iron‬

‭➔‬ ‭Do you notice any patterns in the numbers of subatomic particles you calculated above? If so, identify‬
‭the patterns and suggest a reason for the pattern in the space below.‬

‭page‬‭8‬
‭Finding Elements on the Periodic Table‬

‭page‬‭9‬
‭page‬‭10‬
‭Chemical Formula Practice‬

‭page‬‭11‬
‭History of Atomic Theory‬
‭ se the following words: some elements; properties; interacted; classifying; ignored; 18th century; water; fire; indivisible;‬
U
‭earth; air; atoms; everything.‬

‭●‬ ‭The ancient Greeks believed that there were four types of matter:‬
‭_________________________________________________________‬
‭●‬ ‭Democritus (400 BC) proposed the idea of _____________ and that they are‬
‭____________________________. Science though, ___________________ this‬
‭idea and it took hundreds of years to pass before Democritus’ idea was‬
‭accepted.‬
‭●‬ ‭Skipping head to the ________________________, scientists had identified‬
‭_____________________________, but there was no way of _____________________ them.‬
‭○‬ ‭Some tried to classify them based on _________________________ or by how they‬
‭_________________________ with other elements.‬
‭○‬ ‭None of these worked for ________________________________.‬

‭The Periodic Table of Elements‬

‭Use the following words: groups; properties; new row; increasing mass.‬

‭●‬ ‭In 1867, Dmitri Mendeleev wrote down the characteristics of all the known elements on‬
‭cards and arranged them into a pattern that made sense.‬
‭○‬ ‭When elements were listed by ___________________________, he noticed that‬
‭certain _____________________________ seemed to repeat with a regular pattern.‬
‭○‬ ‭He put them in _________________, and when properties repeated he started a‬
‭_____________________.‬

‭The Early Periodic Table‬

‭Use the following words: groups; the gaps; periods; in the groups.‬

‭●‬ ‭Horizontal rows (_____________________) have masses increasing‬

‭left to right.‬
‭●‬ ‭Vertical columns (_____________________) have common‬
‭properties.‬
‭●‬ ‭Gaps were left when properties did not match other properties‬
‭_______________________________.‬
‭●‬ ‭Elements were predicted to fill _______________________.‬

‭page‬‭12‬
‭The Current Periodic Table‬
‭Use the following words: 20th century; atomic mass; periodic table; increasing atomic number; 63 elements.‬

‭●‬ ‭Mendeleev’s table had _____________________________________‬

‭○‬ ‭His ______________________________ evolved through the work of others‬
‭●‬ ‭Now, elements are ordered by __________________________________________________, not‬
‭____________________________.‬
‭●‬ ‭The table in use today reached its current form in the ____________________________.‬

‭Properties of Elements‬
‭Use the following words: their own properties; grouped together, identifying; metals, non-metals, and metalloids.‬

‭●‬ ‭All elements are different from each other, and have __________________________________________.‬
‭○‬ ‭These properties can be used in ___________________ different elements.‬
‭●‬ ‭Elements with similar properties are often ___________________________________.‬
‭●‬ ‭One common grouping is _____________________________________________________________.‬

‭Metals, Non-Metals, and Metalloids‬

‭ se the following words: metalloids; hydrogen; staircase; solid; mercury; not malleable; heat; room; poor; solid; heat &‬
U
‭electricity; room.‬

‭●‬ ‭Metals are found on the left of the periodic table (except _________________________), non-metals are‬
‭found on the right, and _______________________ in between. The __________________ divides them.‬
‭●‬ ‭Colour in the following periodic table to identify metals, non-metals, and metalloids:‬

‭page‬‭13‬
‭Groups & Periods on the Periodic Table‬
‭●‬ ‭Groups are columns in the periodic table.‬
‭○‬ ‭How many groups are there? ______‬
‭●‬ ‭Periods are rows in the periodic table.‬
‭○‬ ‭How many periods are there? ______‬

‭MAIN FAMILIES‬
‭(1) Alkali Metals, (2) Alkaline Earth Metals, (17) Halogens, (18) Noble Gases, and Transition Metals‬

‭Task:‬
‭Do your own research to find the‬‭three unique properties‬‭of the elements in each of the following: Group 1- Alkali‬
‭metals, Group 2- Alkaline Earth metals, Group 7 or 17- Halogens, Group 8 or 18- Noble gases, AND Transition‬
‭metals. Organise your notes in the space below.‬

‭page‬‭14‬
‭page‬‭15‬
‭page‬‭16‬
‭Periodic Table Review‬

‭page‬‭17‬
‭Periodic Table Review (continued)‬

‭page‬‭18‬
‭Using Standard Atomic Notation‬
‭●‬ ‭On the upper left is the atomic ______________ (rounded to the nearest‬
‭whole number).‬
‭●‬ ‭On the lower left is the atomic ______________ (number of protons)‬
‭●‬ ‭Ex‬‭: consider the element gold. Its symbol is Au. Its‬‭mass number is 197, and its atomic number is 79.‬
‭Written in standard atomic notation, it becomes:‬

‭Modelling Atoms with Bohr Diagrams‬

‭Use the following words: Bohr model; nucleus; tiny; structural level; position.‬

‭●‬ ‭Atoms are so __________________ that in order to study them, we need to create models.‬
‭●‬ ‭The model that we will learn is known as the __________________________________________.‬
‭○‬ ‭Note: Electrons are always moving in 3D space around the ___________________________.‬
‭●‬ ‭This model represents the atom at the __________________________.‬
‭○‬ ‭It's a way to represent the ________________ of electrons in the “cloud.”‬

‭Bohr Diagrams‬
‭Use the following words: electrons, Niels Bohr‬

‭●‬ ‭A Bohr diagram is a diagram that shows how many ________________ are in each shell surrounding the‬
‭nucleus.‬
‭●‬ ‭Named in honour of ______________________, a Danish physicist who developed several models for‬
‭showing the arrangement of electrons in atoms.‬

‭page‬‭19‬
‭Drawing Bohr Diagrams‬
‭1.‬ ‭Determine the number of protons, neutrons, and electrons in the element (use the atomic number‬
‭and atomic mass number!)‬
‭2.‬ ‭Draw a nucleus and write the number of protons (p‬‭+‬‭)‬‭and neutrons (n‬‭0‬‭) in the nucleus.‬
‭3.‬ ‭Place electrons in surrounding electron shells (rings, orbitals) in the following order:‬
‭1st shell = 2 electrons‬
‭2nd shell= 8 electrons‬
‭3rd shell= 8 electrons‬
‭4th shell = 18 electrons‬

‭Let’s Try!‬
‭Draw a Bohr Diagram for the element‬‭Fluorine‬‭:‬

‭page‬‭20‬
‭Octet Rule‬
‭●‬ ‭The octet rule refers to the tendency of atoms to prefer to have full shells or energy levels.‬
‭○‬ ‭Each shell represents a distinct energy level.‬
‭●‬ ‭When atoms have fewer than eight electrons, they tend to react and form more stable compounds.‬
‭Atoms can lose or gain electrons to achieve a full shell state.‬
‭●‬ ‭When they lose or gain electrons they form ions.‬

‭The‬‭maxiumum number of electrons‬‭for each shell (aka‬‭energy levels) are as follows:‬

‭Energy Level 1 = max 2 e-‬
‭Energy Level 2 = max 8 e-‬
‭Energy Level 3 = max 8 e-‬
‭Energy Level 3 = max 18 e-‬

‭Ions‬
‭●‬ ‭Ions are formed when atoms lose or gain electrons to be full-shelled and stable.‬
‭●‬ ‭Positive ions are called cations and negative ions are called anions.‬
‭○‬ ‭Cations or positive ions are formed when an atom loses one or more electrons.‬
‭○‬ ‭Anions or negative ions are formed when an atom gains one or more electrons.‬

‭Valence Electrons‬
‭●‬ ‭The electrons in the _______________________ shell. These are the electrons that participate in chemical‬
‭_________________________.‬
‭●‬ ‭Valence electrons‬‭can be shared or ________________‬‭to another atom.‬
‭●‬ ‭Noble gases do not react unless under ________________ conditions. This is because their valence shell‬
‭is ____________________.‬
‭●‬ ‭An atom that has lost valence electrons is a __________________.‬
‭●‬ ‭An atom that has gained valence electrons is a _________________.‬

‭page‬‭21‬
‭page‬‭22‬
‭Bohr Diagram Practice‬

‭page‬‭23‬
‭page‬‭24‬
‭Isotopes‬
‭Recall:‬

‭ e type of element is determined‬

Th ‭ e number of‬‭electrons‬‭is usually‬
Th
‭by the number of‬‭protons‬ ‭equal to the number of protons (to‬
‭make a neutral atom.‬
‭ o, can atoms have a different‬
S
‭number of‬‭neutrons‬‭?‬
‭ erefore, the number of protons‬
Th ‭ owever, electrons can be gained‬
H
‭for any element will always be the‬ ‭or lost, forming ions.‬
‭same.‬

‭●‬ ‭Isotopes are forms of an element that have the same number of protons, but different numbers of‬
‭neutrons. Isotopes have different masses (atomic mass = protons + neutrons).‬

‭Isotopes of Carbon‬
‭●‬ ‭The most common isotope of carbon is carbon-12‬
‭○‬ ‭This means that an atom of carbon-12 has 12 particles in its nucleus (or an atomic mass of 12‬
‭AMU). It will have 6 protons and 6 neutrons.‬
‭●‬ ‭Another naturally occurring isotope of carbon is called carbon-14.‬
‭○‬ ‭How many protons and neutrons does carbon-14 have? __________________________________‬
‭●‬ ‭Carbon-14 is used for carbon dating of organic (carbon-based) remains‬
‭○‬ ‭Carbon-14 is slightly radioactive, which means it decays (breaks down) at a predictable rate over‬
‭time, allowing scientists to determine the age of fossils or other remains.‬
‭○‬ ‭When an organism dies, carbon-14 is no longer absorbed‬
‭into the tissues.‬
‭○‬ ‭Carbon-14 has a half-life of 5730 years, so the amount of‬
‭carbon-14 that remains in the tissues indicates how long‬
‭ago that organism died.‬

‭Isotopes of Hydrogen‬
‭Deuterium is used to make “heavy water” - used in‬
‭nuclear reactors to cool down reactor cores.‬

‭Why do you think Deuterium is more effective for‬

‭this than “normal” hydrogen?‬
‭____________________________________________‬
‭____________________________________________‬

‭page‬‭25‬
‭page‬‭26‬
‭After watching the Alkali Metals demo in class, complete the following summary of the reactivity trends:‬

‭page‬‭27‬
‭Bohr Model Review Worksheet‬
‭Use the information provided and the periodic table to complete the following Bohr models:‬
‭Recall‬‭: How many electrons can each shell hold?‬
‭a.‬ ‭1st = ____________‬
‭b.‬ ‭2nd = ____________‬
‭c.‬ ‭3rd = ____________‬

‭Element‬ ‭Atomic‬ A
‭ tomic‬ ‭Protons‬ ‭Neutrons‬ ‭Electrons‬ ‭Bohr Model‬
‭#‬ ‭ ass‬
M

‭Carbon‬

‭Hydrogen‬

‭Lithium‬

‭Magnesium‬

‭Boron‬

‭page‬‭28‬
‭Compounds‬
‭‬ C
● ‭ ompounds are substances made when two or more atoms are chemically combined‬
‭●‬ ‭Compounds form to fulfil the‬‭octet rule‬

‭Lewis Dot Structures‬

‭●‬ S ‭ ince bonding occurs between the valence electrons of two (or more) atoms,‬
‭Lewis Dot Structures are used to simplify the bonding diagram.‬
‭●‬ ‭Lewis Dot Structures show ONLY the valence electrons of an element.‬
‭○‬ ‭The element symbol is placed in the middle, and valence electrons are dotted‬
‭around it in a specific order.‬

‭Let’s Try!‬
‭Draw a Lewis dot structure for the following elements:‬
‭Hydrogen‬ ‭Aluminum‬ ‭Neon‬ ‭Carbon‬ ‭Chlorine‬

‭page‬‭29‬
‭Ionic Compounds‬
‭●‬ I‭ onic compounds are formed when two or more atoms gain and/or lose electrons and form oppositely‬
‭charged ions and attract each other.‬
‭●‬ ‭Example: sodium has 1 valence electron and chlorine has 7 valence electrons.‬
‭○‬ ‭In order to become full shelled, sodium needs to lose an electron and chlorine needs to gain one.‬
‭○‬ ‭One electron gets transferred from sodium to chlorine which forms Na‬‭+‬ ‭and Cl‬‭-‬ ‭ions which then‬
‭attract each other due to their opposite charges to form NaCl compound.‬

‭Covalent Compounds (Molecules)‬

‭●‬ ‭Covalent compounds are formed when two or more non-metals share electrons to gain a full-shell of‬
‭electrons.‬
‭●‬ ‭Non-metals need to gain electrons to be full so when two or more non-metals come together they share.‬
‭●‬ ‭For example, an oxygen atom needs two electrons to be full-shelled and so it will bond with two‬
‭hydrogen atoms that need one electron each to form H‬‭2‬‭O, water.‬

‭page‬‭30‬
‭page‬‭31‬
‭page‬‭32‬
‭page‬‭33‬
‭page‬‭34‬
‭Comparing Ionic and Covalent Compounds‬
‭Task:‬‭Do your own research to complete the table below:‬

‭Ionic Compounds‬ ‭Covalent Compounds‬

‭Types of elements‬
‭involved‬

‭ hat happens to the‬

W
‭electrons in the bond?‬

‭ hysical State (at‬

P
‭room temperature)‬

‭Conductivity‬

‭ ardness/‬
H
‭strength of bond‬

‭Solubility in water‬

‭page‬‭35‬
‭page‬‭36‬