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Chemistry 11
Substantive Assignment
has 2 Parts:
1. Part A- Chemistry Career Assignment
 A.1 Career Research
 A.2 Career Research Questions
2. Part B- Scientific Method Reading Assignment
 Part B.1 - Questions 1.6-1.9
 Part B.2 Unit 1Lesson 2 Quiz
 Part B.3 - Unit 1 Lesson 3 Quiz
Make sure all of the above is complete. Please send all of your completed work.
Chemistry 11Substantive Assignment
This is the first Chemistry 11 Assignment you will do. It counts towards 5% of your course final mark.
Chemistry 11Learning Outcomes assessed by this assignment:
o
o
Communicate results and data in clear and understandable forms
Demonstrate skills in measuring and in recording data (eg. Draw appropriate
connections between objectives and conclusions and manipulate data correctly
when performing analyses and calculations)
Careers in Chemistry
On TV shows like "CSI",you see trained lab technicians and specialists in Chemistry using sophisticated
equipment to analyze samples to gather evidence in criminal investigations. Evidence analysis is only one
of the new jobs which have opened up in the last 10 or so years for people trained in Chemistry.
By using a job search site "Monster.ca" {or a similar website) you can easily find companies that are
looking for people with a background in chemistry.
PART A 1:
Chemistry Careers Research Assignment
Use a job search engine {eg.,Monster.ca) to find:
1.
5 companies in BC and Alberta that are looking for people with a chemistry background. To find the
companies on the job search engine website, do a search using the keyword "chemistry". You
should find at least a dozen or so chemistry releated jobs listed.
2.
Choose 5 companies who are looking for people with training in Chemistry, eg., a lab technician, an
engineer, etc., and then do the following:
A.
List the following information about the companies:
0.5 marks
a. company name
b. company phone
c. Mailing address
d. Company website
0.5 mk
e. Type of business eg. Chemical engineering firm involved in
manufacturing lithium ion batteries
1 mk
f. Description of the job opening
0.5 mk
g. Relevant training required eg. Lab technician
0.5 mk
h. Area of Discipline of Chemistry this job would involve
3 marks/company
5 companies x 3 marks each = 15 marks
Questions answered = 15 marks
Questions =15 mk
B.
List the name of search engine you used in the job search and its website address.
C.
List the keywords/phrase you searched for.
PART A2 CAREER RESEARCH QUESTIONS
D.
After you've compiled the information on 5 companies, please complete the answers for the
following questions: (15 marks)
4 marks
2
reasons
Reason
1
1 . Of the 5 companies you researched, which company
do you think would be the best company to work for
and why (give 2 reasons)?
Reason 2
3 mks
3 Levels of
2.A.What levels of training (list the
training given
C o l l e g e Certificates,Diplomas, or
University Degrees) are commonly required
by companies looking to hire someone for a
Chemistry related job (include at least 3)?
2 mks
2 mks
Levels of
2.B) What are the levels of salary that someone working in this
salary
Chemistry related field can expect?
Explanation of
3 B) Does there seem to be a relation between the level of
training someone has and the salary level they will receive in
their Chemistry related job (explain)?
Level of salary
= Level of
training
2 mks
A. Areas of
jobs are found
4. A) Did you find jobs from one specific area (eg.,one
specific city) in BC or were the jobs found in other areas of
Canada eg., Alberta? 2 marks
B. Explanation
of why jobs are
found there
2 mk
(=4mk)
15 marks total
B) Why do you think this is the case? 2 marks
Chemistry 11
Substantive Assignment
Part B- Scientific Method Reading Assignment
Part B.1 - Questions 1.6-1.9
Part B.2 Unit 1Lesson 2 Quiz
Part B.3 - Unit 1 Lesson 3 Quiz
Lesson 2 PLO's
1) It is expected that students know the Scientific Method.2) It is expected that
students know what models and theories are.3) It is expected that students
know that scientists make predictions using modelsand make modifications to
their models based on the results of their experiments4) It is expected that
students know how predictions, experiments and subsequentmodifications to
scientific models relate to the Scientific Method.
TASK: Read the
following.
Let's look at the Scientific Method
The Scientific Method
The scientific metnod .starts with llavlng i! purpose tor an experiment - e reason why the Hl't!r1ment Is done. The
sclentlnc approach Is systematic:
• The problem Is sely defined.
• Predictions are made.
• Ttle rxpet1ment Is deslq.nl!d.
• Results are colle<U<I.
• RHU!ts are lnterpn!ted.
• Theor1e.s or models are proposed.
Models and Theories
me
fsUibltshlng relationships among rvatlons Is an lmpoJUnt JH!Tt of
sdentlftc method. lt enables
observations to be organized lclently and It leadS to explanations or why things are as they are. Such scientific
explenat1ons are called theorit:s or modew.
A scientific m®elIs not lllc.e a model train. 1t Is more like a compar1son or an ar.alogy.AnaJooles such as "The
car took off like a jllck-rabblt" hell! to describe reality. Such comparisons are not exact. cars do not have two
long eers ana a
ta like Jack-rabbits, but the analogy does help to tmderstand
Situation. Sdenttflc
models are like analogies.Tbey compare sometf\Jng wnose benavlour Is not u rstood, like atoms,to something
that Is unc erstood,like marbles. Mode:ls 6o not portray reality exi!ctl y, but t:ney sharpen perce11tlon of lt.
snort
me
A well-estabi!Sheil sdentlflc m Is often called B t tfcal model or
1l&t a t:neory. Some ex. mples all! "the
atomic theory", "the theOry of evolution•, "tile theOry of continental dr1tt", and tt.e "bill bilno tneory• of now the
unlv rse evolved.A tM!lry Is an approxlmetlon that wol1cs. By "woric" we mun mat It Is 1ble to combine end
expleln most reletcSata without too many alterations or9Bps.
Predictions and Modifications
once a sclentfst has what b&/she believes to be a 0000 model he/s!M! makes a prtdla:lon onbaSis of this
model, then he/she devises e nother experiment to tt!St his,/ her on .lf,for ve mple, a model for atoms Is
established Which comatnms m ma.rblts, tvm thll\0' might bl! pl'!dld'ed: (1) tiM! faster an atam (marble)
travels tl'oe more p!'85UIt Will exertn It hits thl! walls of 13COI\taiMr,arvJ (2) mcwlatoms (like
marble5) wlll gradually slow down aoo stop.fleperlmern woula then bt rfonned to test tiM!5e prmk:tloM.It
would be fGUnCI that the flm predlctton ts true aRCtiM! semnoeS one Is not.. 1lle marble mlldeJ W()Uid thin bava to
be modified to take Into account the s:ecorwJ observation. TheoretlCCJImodels 1111! never rigidly uncl\llnglng but are
modified gradUBIIY In the light of I'M!!W knOWJedlle obtalll!it from the a:perlmen!S designed to test them. Very
rantly, 11 model mi!Y be abllndoned mmpll!tl!ly beatLR It lis to explain some audal oi!Rrvatlon. Nont often It
Is only necli!S5ary to dlenge the model to eccommodem tbe rM!W facts.S.clc lm tend to ding to old end
do not blithely throw tllem away when dlsmverle5 are made that :onrlla: with them. The scientific metftod then,
lrJVolves:
t
+
•
•
•
or
Scl&ntlflc obRM!tlon,dlantctt!r!ZI!d. by: LJ5e of all appropriateDRACe
Pf1111Nlttn concliiSI ,
use of qual\tltatlve. statements, attention to conditions of obervatlon, atte.ntlon to stageS of a
(before, during,after),and attention to "mllllSing" traits.
Seeking relatlbnslllIn observeddata -or
Proposing mooels or theOries whlct\ would explain th!! olmrved behavloLr and relatlonsbiiJS
Making pn!dlctlons based Oil th5e models and testlDO predictions experlm Jly
m see If t
agree wlttr nr!Sutl:s.
Modifying the modt!:ls or Ties on the basis!!f observed expt!rlmenl I"'SUI'Is.
'!IK'eSS
Accelen t@d progress In the und!trstandlng of Mture slnc:e the l?th ct!flWI'V em 1M: largely attrlbutt!if to the
JntltldLICI:Ion ofscientific ITM!thOCI.
Log onto the internet and watch the following video clip "Watch up to 14:05"
http://www.teachertube.com/viewVideo.php?video id=46523&title=MGM Chemi
stry 1 Scientific Method and Density
Read the following Pages 2 to 6 (starting on the next page).
2
CHAPTER 1 • Atoms and Elements:The Building Blocks of Chemistry
Agricultural & Food Chemistry
Environmental Chemistry
Agrochemicals
Fertilizer & Soil Chemistry
Biochemical Technology
Fluorine Chemistry
Biological Chemistry
Fuel Chemistry
Business Development & Management
Geochemistry
Carbohydrate Chemistry
Industrial & Engineering Chemistry
Cellulose, Paper & Textile
Medicinal Chemistry
Chemical Health & Safety
Nuclear Chemistry & Technology
Chemical Toxicology
Petroleum Chemistry
Chemistry & the Law
Polymer Chemistry
Colloid & Surface Chemistry
Polymeric Materials:Science & Engineering
Computers in Chemistry
Rubber
forces that determine the properties we are able to observe through our senses.
From such knowledge has come the ability to create materials never before
found on earth, materials with especially desirable properties that fulfill specific
needs of society.
Although you may not plan to be a chemist, some knowledge of chemistry will
surely be valuable to you in whatever branch of science you study. In fact, the involvement of chemistry among the various branches of science is evidenced by the
names of the various divisions of the American Chemical Society, the largest scientific organization in the world (see Table 1.1).
The reason chemistry holds such a unique place among the sciences is because
all things are composed of chemicals. A cricket, for example, is made up of a complex set of chemicals that possess the unique quality we call life. Chemists are interested in these chemicals for their complex structures and the way they behave
toward each other. On the other hand, a biologist might wish to study how the
cricket metabolizes nutrients and how it derives energy from the process, while an
engineer or a physicist might be interested in the mechanics of motion of the limbs
of the cricket that allow it to jump. In their activities, the biologist, engineer, and
physicist are likely to draw on knowledge gained by chemists. In this way, chemists,
biologists, engineers, and physicists may all have interests in the cricket and study
the creature from slightly different points of view. Today, in fact, the lines between
traditional disciplines such as chemistry and biology have become blurred, so there is
little difference, for example, between a molecular biologist and a biochemist.
The scientific method helps us build models of nature
Chemistry is a dynamic subject, constantly changing
by researchers who work in university, industrial, and
general approach that these people bring to their
method. It is, quite simply, a commonsense approach
ing of natural phenomena.
as new discoveries are made
government laboratories. The
work is called the scientific
to developing an understand-
Observations and conclusions are not the same thing
A scientist working in a
chemical research laboratory.
A scientific study normally begins with some questions about the behavior of nature. To search for answers, we begin by examining the work of others who have
published in scientific journals. As our knowledge grows, we begin to plan our own
experiments, and an essential part of these is the recording of observations. An
1.2 The Scientific Method Helps Us Build Models of Nature • 3
observation is a statement that accurately describes something we see, hear, taste, feel, When reporting scien tific re-
or smell.
For a scientific observation to be useful, it must be the same no matter who the
observer is. Because of this, experiments are performed using well-defined procedures, under carefully controlled conditions, so they are reproducible. In this way,
others can repeat and confirm the observations. In fact, the ability to obtain the
same results when experiments are repeated is what separates a true science from a
pseudoscience such as astrology.
Observations gathered during an experiment often lead us to make conclusions.
A conclusion is a statement that is based on what we think about a series of observations. To understand the difference between observations and conclusions, consider
the following statements about the fermentation of grape juice to make wine:
sults, it i s i m portant not to
confuse
observa tions
with
conclusions.
1. Before fermentation, grape juice is very sweet and contains no alcohol.
2. After fermentation, the grape juice is no longer as sweet and it contains a great
deal of alcohol.
3. In fermentation, sugar is converted into alcohol.
Statements 1 and 2 are observations because they describe properties of the grape
juice that can be tasted and smelled. Statement 3 is a conclusion because it interprets the observations that are available. Now, consider what happens when we add a
fourth statement:
4. During fermentation, bubbles of a colorless, odorless gas form in the grape juice.
This is an observation because the bubbles can be seen directly. Making this additional statement doesn't affect observations 1 and 2, but it may very well cause the
conclusion (statement 3) to be revised:
Observations are statements
tha t directly describe wha t we
3. In fermentation, sugar is converted into alcohol and a colorless gas.
measure or perceive and don't
Thus, we see that conclusions interpret observations, and when new observations need revision when additional
are made, the interpretations may need to be revised.
data become a\'ailable.
Empirical facts lead to scientific laws
The observations we make in the course of performing experiments provide us with
empirical facts- so named because we learn them by observing some physical, chemical, or biological system. These facts are referred to as data. For example, if we study
the behavior of gases, such as the air we breathe, we soon discover that the volume of a
gas depends on a number of factors, including the mass of the gas, its temperature, and
its pressure.The observations we record relating these factors are our data.
One of the goals of science is to organize facts so that relationships or generalizations among the data can be established. For instance, one generalization we
would make from our observations is when the temperature of a gas is held constant, squeezing the gas into half its original volume causes the pressure of the gas
to double. If we were to repeat our experiments many times with numerous different gases, we would find that this generalization is uniformly applicable to all of
them. Such a broad generalization, based on the results of many experiments, is
called a law or scientific law.
Laws are often expressed in the form of mathematical equations. For example,
if we represent the pressure of a gas by the symbol P and its volume by V, the inverse relationship between pressure and volume can be written as
P=
v
where Cis a proportionality constant. (We will discuss gases and the Jaws relating
to them in greater detail in Chapter 11.)
Websters defines empirical as
"pertaining to, or fou nded
upon, ex periment or ex perience.,,
We would say that t he pressure of the gas ii n versely
proportion al to its vol u met he smaller the volu me, the
la rger the pressure.
4 CHAPTER 1 • Atoms and Elements: The Building Blocks of Chemistry
Hypotheses and theories are models of nature
As useful as they may be in summarizing the results of experiments, laws can
only state what happens. They do not explain why substances behave the way
they do. Why, for example, are gases so easily compressed to a smaller volume?
More specifically, what must gases be like at the most basic, elementary level for
them to behave as they do? Answering such questions when they first arise is no
simple task and requires much speculation. But gradually, scientists build mental pictures, called theoretical models, that enable them to explain observed
laws.
In the development of a theoretical model, tentative explanations, called hypotheses, are formed. These explanations are then tested by performing experiments that test predictions derived from the model. Sometimes the results show
the model is wrong. When this happens, the model must be abandoned or, as often
happens, modified to account for the new data. Eventually, if the model survives repeated testing, it gradually achieves the status of a theory. A theory is a tested explanation of the behavior of nature. Most useful theories are broad, with many farreaching and subtle implications. It is impossible, however, to perform every test
Empiricalfacts
that might show a theory to be wrong, so we can never be absolutely sure a theory is
(observat ons, data)
correct.
Scientific laws
The sequence of steps just described-observation, explanation through the
(tested generaJlzatlo
creation of a theoretical model, and the testing of the model by additional experiments-constitutes the scientific method.. Despite its name, this method is not used
only by those who call themselves scientists. An auto mechanic follows essentially
the same steps when fixing your car. First, tests are performed (observations are
Hyjlothesfs
made) that enable the mechanic to suggest the probable cause of the problem (a
(tentative explanation)
hypothesis). Then parts are replaced and the car is checked to see whether the
TheoJY
problem has been solved (testing the hypothesis by experiment). In short, we all use
(tested explanation)
the scientific method as much by instinct as by design.
From the preceding discussion you may get the impression that scientific
The scientific method is cycliprogress always proceeds in a dull, orderly, and stepwise fashion. This isn't true;
cal. Observations suggest exscience is exciting and provides a rewarding outlet for cleverness and creativity.
planations, which suggest new
Luck, too, sometimes plays an important role. For example, in 1828 Frederick
experiments, which suggest
Wohler, a German chemist, was heating a substance called ammonium cyanate in
new explanations, and so on.
an attempt to add support to one of his hypotheses. His experiment, however,
Ma n y brea kthrough discover- produced an unexpected substance, which out of curiosity he analyzed and found
ies in science h a ve come a bout to be urea (a component of urine). This was an exciting discovery because it was
by accident.
the first time anyone had knowingly made a substance produced only by living
creatures from a chemical not having a life origin. The fact that this could be
done led to the beginning of a whole branch of chemistry called organic chemistry. Yet, had it not been for Wohler's curiosity and his application of the scientific method to his unexpected results, the significance of his experiment might
have gone unnoticed.
As a final note, it is significant that the most spectacular and dramatic changes
in science occur when major theories are proved to be wrong. Although this happens only rarely, when it does occur, scientists are sent scrambling to develop new
theories, and exciting new frontiers are opened.
The atomic theory is a model of nature
Virtually every scientist would agree that the most significant theoretical model
of nature ever formulated is the atomic theory. According to this theory, which
we will discuss further in Section 1.5, all chemical substances are composed of
tiny particles that we call atoms. Individual atoms combine in diverse ways to
form more complex particles called molecules. Consider, for example, the substance water. Experimental evidence suggests that water molecules are each
1.2 The Scientific Method Helps Us Build Models of Nature • 5
Hydrogen atom
Oxygen atom
(a)
Oxygen
Water molecule
(c)
(b)
FIGURE 1.1 Atoms combine to form molecules.Illustrated here are molecules of water,
each of which consists of one atom of oxygen and two atoms of hydrogen. (a) Colored
spheres are used to represent individual atoms, gray for hydrogen and red for oxygen. (b) A
drawing that illustrates the shape of a water molecule. (c) A glass of liquid water contains an
enormous number of tiny water molecules jiggling about.
composed of two atoms of hydrogen and one of oxygen. To aid in our understanding and to help visualize how atoms combine, we often use drawings such
as Figure 1.1, which is an attempt to depict a collection of water molecules. Notice that we show each molecule as composed of the same atoms (hydrogen and
oxygen) in the same proportions. In a similar fashion, each of the different
chemicals we find around us is composed of atoms of various kinds in specific
combinations.
The concept of atoms and molecules enables us to visualize what takes place
when atoms combine in various ways. As you will see, it also enables us to understand, explain, and sometimes predict a wide range of observations concerning the
behavior of nature.To help us, we will frequently use drawings to illustrate molecules; Figure 1.2 shows some of the ways molecules can be represented.
H
I
H-C-H
H
I
H
(a)
(b)
(c)
FIGURE 1.2 Some of the different ways that structures of molecules are represented (a) A structure using chemical symbols to stand for atoms and dashes to indicate how the atoms are connected to each other. The molecule is methane, the substance present in natural gas that fuels stoves and Bunsen burners. A methane
molecule is composed of one atom of carbon (C) and four atoms of hyd rogen (H).
(b) A ball-and-stick model of methane. The dark gray ball is the carbon atom and the
light gray balls are hydrogen atoms. (c) A space-filling model of methane that shows
the relative sizes of the C and H atoms. Ball-and-stick and space-filling models are
used to illustrate the three-dimensional shapes of molecules.
6 CHAPTER 1 • Atoms and Elements:The Building Blocks of Chemistry
We use the term macroscopic
to mean the world we observe
with our senses, w hether it be
in the laboratory or the world
we encounter in our day-toda y living.
We will expand on the atomic model as we proceed in our discussions, and we
will frequently make the connection between what we physically observe in our
large, macroscopic world and what we believe takes place in the tiny, submicroscopic world of atoms and molecules. Learning to recognize these connections
should be one of your major goals in studying this course.
PART B.1 – Questions 1.6-1.9 Now you've completed the above readings please
answer the following questions:
(11mk)
1.6 What are the five main steps involved in the scientific method? (5 mk)
1.7 What is the main function of a laboratory? (1 mark)
1.8) Define a) data b) hypothesis c) law and d) theoretical model. (4 marks)
a) data- ____________________________________________________________
b) hypothesis-________________________________________________________
c) law
d) theoretical model ________________________________________________
1.9) What role does luck play in the advancement of science? (1 mark)
PART B. 2-
Unit 1 Lesson 2 Quiz
I 4 marks
Now that you've read the above readings, please complete this quiz.
TASK: Match the following. Write the number of the phrase in Column B in the blank next to the
correct word(s) in Column A.
Place the correct
# here
ColumnA
ColumnB
Data
1) A picture derived from ideas imagined to be
true because they explain certain observations.
Hypothesis
2) The information obtained from an experiment.
Law
3) A tentative explanation for the results
of an experiment.
Theoretical Model
4) A description of behaviour based on the
resultsof many experiments.
PLO's
1) It is expected that students demonstrate appropriate. safety techniques and proper use
of protective equipment.
2.) It is expected that students know and demonstrate lab Safety.
3) It is expected that students know what the letters WHMIS mean and what the WHMIS system is
Lab Safety
Safety is of utmost importance when doing experiments. A chemist must be well-prepared before
doing any work in a laboratory. This includes:
•
Carefully reading through the lab procedure and cautions ahead of time.
•
Using appropriate safety equipment (for example - an lab apron and safety goggles).
•
Knowing the location of safety equipment.
•
Being familiar with safety rules for working in the lab.
•
R cognizing hazards.
•
Being familiar with the Workplace Hazardous Material Information System (WHMIS).
•
Reviewing the required techniques such as lighting a Bunsen burner.
•
Knowing how to properly dispose of any waste chemicals.
•
Responding to emergencies in a controlled and sensible manner. Notify the instructor of any
emergencies immediately.
•
Use common sense. Every laboratory is different. Chemists need to take the time to familiarize
themselves with the different safety features within the lab they are working in.
Read the following (starting on the next page):
Safety Rules
a)
Nelson Textbook Pages 26- 27
b) Appendix 0 pages 1-6
Laboratory Safety
To understand chemistry it is necessary to do chemistry. That is why
investigations are int egrated within each chapter in this book. All
chemicals, no matter how common, and all pieces of equipment, no
matter how simple, may be potentially hazardous to you, to your
classmates, and to society. You are responsible for knowing about all
aspects of laboratory safet y, including the hazards associated with
specific chemicals, and for carrying out all investigations safely. Safety
is stressed continuously in this textbook . Be safety-conscious and
always
• prepare for each inves tigation by reading the instructions in the
textbook and by following your teacher's instructions
• use common sense to govern your behavior in the laboratory
• know the location of the safety equipment you might need in an
emergency
• wear your lab apron and safety glasses while carrying out all
investigations in the laboratory
• protect the environment by cleaning up your laboratory area and
disposing of wastes as directed by your teacher. (Guidelines are
provided in Appendix D.)
Read, understand, and follow
• the following safety notes,
• the questions and answers in the Laboratory Tour Exercise,
• the specific safety cautions in each Investigation, and
• the comprehensive list of laboratory safety rules in
Appendix D.
A very important aspect of laboratory safety is your attitude toward
laboratory work. Behavior that is acceptable in the classroom might be
dangerous in the laboratory. For example, a friendly pat on the back
could have serious consequences for someone holding a beaker of acid.
Working in the laboratory can be fun, interesting, and productive, but
carelessness can lead to serious injury. The most important features of a
safe laboratory are the knowledge, skills, and attitudes of the people
working in it. Follow these guidelines:
•
Recognize hazards.
The materials and equipment used in laboratories often look
harmless, but hazards nevertheless exist. The Workplace Hazardous
Materials Inf ormation System ( WHMIS) label on a chemical bottle
alerts the user to the potential hazards of the chemical (Figure 1.3).
To determine in greater detail the safety of chemicals, a Material
Figure 1.3
W HMIS labels describe the
potential hazards of chemicals.
Material Safety Da ta Sheets
describe risks, precautions, and
first aid .
26
CHAPTER 1
Safety Data Sheet (MSDS) is available. These sheets list the
potential hazards of chemicals, both individually and in
combination with other chemicals.
• Use safe procedures and techniques.
Laboratory safety involves using the correct equipment and
knowing appropriate handling techniques. For example, lighting
and operating a laboratory burner present potential safety hazards.
You can minimize hazards by following accepted lab procedures.
• Respond to emergencies sensibly.
Everyone should know how and when to operate a fire
extinguisher, how to react if clothing catches fire, and what to do if
a chemical is spilled or splashed on someone's skin or eyes.
WHMIS
The Workplace Hazardous Materials
Information System (WHMIS) provides workers and students with
complete and accurate information
regarding hazardous products.To
comply with WHMIS, suppliers must
inform consumers of the properties
and procedures for safe use of all
hazardous materials and workers
must learn and apply this information,
provided on product labels and
Material Safety Data Sheets. This
'C.,)
C i assA:
Compressed gas
Canada-wide system aims to reduce
injuries and illness caused by exposure to hazardous substances. The
regulations cover all worksites where
chemicals are used, including dry
cleaners, photography labs,garages,
and schools.The best time to learn
WHMIS regulations is before using a
potentially hazardous substance.
The key to the WHMIS system is
clear and standardized labelling. The
supplier is responsible for providing a
@
Class :
Flammable and
combustible
material
•
label when the product is sold,and
the workplace is responsible for
ensuring that the labels remain intact
or are replaced, if necessary. When
materials are transferred from stock
bottles to smaller containers for student use, the smaller containers are
also labelled, listing the hazards and
indicating where more information
can be found.
@
Class(:
Oxidizing
material
Class D:Poisonous and Infectious Materials
®
Materialscausing
immediate and
serious toxic effect
Class E:
Corrosive
material
(t)
Materials
causing_other
toxic effects
Class F:
Dangerously reactive
material
Biohozardous
infectious
material
C H EM IST RY, TEC H NOLOGY, AND SOC I ETY
27
APPENDIX D
.
Safety and Society
Science is a human endeavor, technology has a social purpose, and both
have always been part of society. Science, together with technology,
affects society in a myriad of ways. Society also affects science and
technology, by placing controls on them and expecting solutions to
societal problems. Within our society, safety for people and the
environment is of paramount importance whether in a chemistry
laboratory, chemical industry, or home.
D.1 Laboratory Safety Rules
Safety is always important in a laboratory or in other settings that
feature chemicals or technological devices. It is your responsibility to
be aware of possible hazards, to know the rules -including ones
specific to your classroom -and to behave appropriately. Always alert
the teacher in case of any accident.
Gloss Safety and Cuts
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Never use glassware that is cracked or chipped. Give such
glassware to your teacher or dispose of it as directed. Do not put the
item back into circulation.
'
Never pick up broken glassware with your fingers. Use a broom and
dustpan.
Do not put broken glassware into garbage containers. Dispose of
glass fragments in special containers marked "broken glass."
If you cut yourself, inform your teacher immediately. Imbedded
glass or continued bleeding requires medical attention.
Burns
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In a laboratory where burners or hot plates are being used, never
pick up a glass object without first checking the temperature by
lightly and quickly touching the item. Glass items that have been
heated stay hot for a long time but do not appear to be hot. Metal
items such as ring stands and hot plates can also cause burns; take
care when touching them.
Do not use a laboratory burner near wooden shelves, flammable
liquids, or any other item that is combustible.
Before using a laboratory burner, make sure that long hair is always
tied back. Do not wear loose clothing (wide long sleeves should be
tied back or rolled up).
SAFETY AND SOCIETY
747
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Never look down the barrel of a laboratory burner.
Always pick up a burner by the base, never by the barrel.
Never leave a lighted bunsen burner unattended.
If you burn yourself, immediately run cold water over the burned
area and inform your teacher.
Eye Safety
If you wear contact lenses in the laboratory,
there is o danger that o chemical might gel
behind the lens where it cannot be rinsed out
with water. Tell your teacher if you ore wearing
contact lenses in the laboratory.
• Always wear approved eye protection in a laboratory, no matter
how simple or safe the task appears to be. Keep the safety glasses
over your eyes, not on top of your head. For certain experiments,
full face protection may be necessary.
• Never look directly into the opening of flasks or test tubes.
• If, in spite of all precautions, you get a solution in your eye, quickly
use the eyewash or nearest running water. Continue to rinse the
eye with water for at least 15 min. This is a very long time-have
someone time you. Unless you have a plumbed eyewash system,
you will also need assistance in refilling the eyewash container.
Have another student inform your teacher of the accident. The
injured eye should be examined by a doctor.
• If you must wear contact lenses in the chemistry laboratory, be
extra careful; whether or not you wear contact lenses, do not touch
your eyes without first washing your hands. It is recommended that
you do not wear contact lenses in the laboratory.
• If a piece of glass or other foreign object enters an eye, immediate
medical attention is required.
Fire Safety
Immediately inform your teacher of any fires. Very small fires in a
container may be extinguished by covering the container with a wet
paper towel or a ceramic square which would cut off the supply of air.
If anyone's clothes or hair catch fire, the fire can be extinguished by
smothering the flames with a blanket or a piece of clothing. Larger fires
require a fire extinguisher. (Know how to use the fire extinguisher that
is in your laboratory.) If the fire is too large to approach safely with an
extinguisher, vacate the location and sound the fire alarm. (School staff
will inform the fire department.)
If you use a fire extinguisher, direct the extinguisher at the base of
the fire and use a sweeping motion, moving the extinguisher nozzle
back and forth across the front of the fire's base. You must use the
correct extinguisher for the kind of fire you are trying to control. Each
extinguisher is marked with the class of fire for which it is effective.
The fire classes are outlined below. Most fire extinguishers in schools
are of the ABC type.
• Class A fires involve ordinary combustible materials that leave
coals or ashes, such as wood, paper, or cloth. Use water or dry
chemical extinguishers on Class A fires. (Ca rbon dioxide
extinguishers are not sa tisfactory as carbon dioxide dissipa tes
quickly and the hot coals can re-ignite.)
748
APPENDIX D
..
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Class B fires involve flammable liquids such as gasoline or solvents.
Carbon dioxide or dry chemical extinguishers are effective on Class
B fires. (Water is not effective on a Class B fire since the water
splashes the burning liquid and spreads the fire.)
• Class C fires involve live electrical equipment, such as appliances,
photocopiers, computers, or laboratory electrical apparatus. Carbon
dioxide or dry chemical extinguishers are recommended for Class C
fires. Carbon dioxide extinguishers are much cleaner than the dry
chemical variety. (Using water on live electrical devices can result
in severe electrical shock.)
• Class D fires involve burning metals, such as sodium, potassium,
magnesium, or aluminum. Sand or salt are usually used to put out
Class D fires. ( Using water on a metal fire can cause a violent
reaction.)
• Class E fires involve a radioactive substance. These involve special
considerations at each site.
Electrical Safety
Water or wet hands should never be used near electrical equipment.
When unplugging equipment, remove the plug gently from the socket
(do not pull on the cord).
Safety Rules
Safety in the laboratory is an attitude and a habit more than it is a set of
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rufles. It i.sdeasieMrto prefvehntfac cid nts than to deal with the consequences
.,.
o
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an acc1 ent. ost o t e o11owmg ru1es are common sense.
Always wear eye protection and lab aprons or coats.
Wear closed shoes (not sandals) when working in the laboratory.
Place your books and bags away from the work area.
Do not chew gum, eat, or drink in the laboratory.
Know potential hazards in the laboratory, including the location of
MSDS information and all safety equipment.
Avoid sudden or rapid motion in the laboratory that may interfere
with someone carrying or working with chemicals.
Ask for assistance when you are not sure how to do a procedural step.
Do not taste any substance in a laboratory.
Use accepted techniques for checking odors. Do not inhale the
vapors directly from the container. Fan the vapors toward your
nose, keeping the container at a distance. Gradually move the
container closer until you can detect the odor.
Never handle any reagent with your hands. Use a laboratory scoop
or spoon for handling solids.
Never use the contents of a bottl e that has no label or has an
illegible label. Give any containers with illegible labels to your
teacher. Always double check the label to ensure that you are using
the chemical you need. ( Always pour from the side opposite the
label on a reagent bottle; your hands and the label are protected as
previous drips are always on the side of the bottle opposite the label.
.
SAFE'IT AND SbCIETY
749
• When leaving chemicals in containers, ensure that the containers
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are labelled.
Know the MSDS information for hazardous chemicals in use.
Always wash your hands with soap and water before you leave the
laboratory.
Always use a pipet bulb, and never pipet by mouth.
When heating a test tube over a laboratory burner, use a test-tube
holder. Holding the test tube at an angle, facing away from you and
others, gently move the test tube backwards and forwards through
the flame.
Never attempt any unauthorized experiments.
Never work in a crowded area or alone in the laboratory.
Clean up all spills, even spills of water, immediately.
Do not forget safety procedures when you leave the laboratory.
Accidents can also occur at home or at work.
0.2 Safety Symbols and Information
Ahhough MSDS must be supplied with every
product sold, current MSDS can also be
obtained at several Internet sites. These sites,
listed below, ore also useful for resea rching
information about chemicals.
• hllp://www.fisherI .com
• gopher://otlos.chem .utah.edu:
70/11/MSDS
The following site contains an index of MSDS
sites os well as a MSDS training page.
• http :// www.denison . edu/
sec-sole/safetyImsdsres.html
Educational, Commercial, and Industrial Information
The Workplace Hazardous Materials Inf ormation System (WHMIS)
provides workers and students with complete and accurate information
regarding hazardous products. All chemical products supplied to
schools, businesses, and industry must contain standardized labels and
be accompanied by Material Safety Data Sheets (MSDS) providing
detailed information about the product. Clear and standardized
labelling is an important component of WHMIS ( Figure Dl ). These
labels must be present on the product's original container or be added
to other containers if the product is transferred.
@
CiassA:
Compressed gos
ClassB:
Flammable and
combustible
material
@
Class(:
Oxidi ing
molena!
Class D: Poisonous and Infectious Materials
@
Division!
Materials causing
immediate and
serious toxic effect
Class E:
Corrosive
material
ct)
Division 2
: ; ther
toxic effects
Class F:
Dangerously reactive
material
®
Division3
ioho!ardous
mfeciiOUS
material
Figure Dl
WHMJS symbols.
750
APPENDIX D
Consumer Information
The Canadian Hazardous Products Act requires manufacturers of
consumer products containing chemicals to include a symbol
specifying both the nature of the primary hazard and the degree of this
hazard. In addition, any secondary hazards, first aid treatment, storage
and disposal must be noted. The symbols that are used show the hazard
by an illustration and the degree of the hazard by the type of border
surrounding the illustration (Figure D2).
Poison
ill
Flammable Explosive Corrosive
0 0\/
Danger
Warning
Caution
0.3 Waste Disposal
Disposal of chemical wastes at home, at school, or at work is a societal
issue. To protect the environment, both federal and provincial
governments have regulations to control chemical wastes. For example,
the WHMIS program (page 27) applies to controlled products that are
being handled. (When being transported, they are regulated under the
Transport of Dangerous Goods Act, and for disposal they are subject to
federal, provincial, and municipal regulations.) Most laboratory waste can
be washed down the drain, or, if it is in solid form, placed in ordinary
garbage containers. However, some waste must be treated more carefully.
Throughout this textbook, special waste disposal problems are noted, but it
is your responsibility to dispose of waste in the safest possible manner.
Figure D2
Household Hazardous Product
Symbols.
Flammable Substances
Flammable liquids should not be washed down the drain. Special fireresistant containers are used to store flammable liquid waste. Waste
solids that pose a fire hazard should be stored in fireproof containers. Care
must be taken not to allow flammable waste to come into contact with
any sparks, flames, other ignition sources, or oxidizing materials. The
particular method of disposal depends on the nature of the substance.
WHMIS symbol for flammable and
combustible materials.
Corrosive Solutions
Solutions that are corrosive but not toxic, such as acids, bases, or
oxidizing agents, can usually be washed down the drain, but care
should be taken to ensure that they are properly diluted. Use large
quantities of water and continue to pour water down the drain for a few
minutes after all the substance has been washed away.
WHMIS symbol for corrosive
materials.
Heavy Metal Solutions
Heavy metal compounds (for example, lead, mercury, or cadmium
compounds) should not be flushed down the drain. These substances
are cumulative poisons and should be kept out of the environment. A
special container is kept in the laboratory for heavy metal solutions.
Pour any heavy metal waste into this container. Remember that paper
towels used to wipe up solutions of heavy metals, as well as filter
papers with heavy metal compounds imbedded in them, should be
treated as solid toxic waste.
Disposal of heavy metal solutions is usually accomplished by
precipitating the metal ion (for example, as lead(II ) silicate) and
dispos.lng of the solid. Disposal may be by elaborate means such as
deep well burial, or by simpler but accepted means such as delivering
the substance to a landfill. Heavy metal compounds should not be
placed in school garbage containers. Usually, waste disposal companies
SAFETY AND SOCIETY
751
Acids ond bases should always be diluted or
neutralized before disposal. To neutralize
diluted waste odds/ use diluted waste bases,
and vice verso. Or, use sodium bicarbonate for
neutralizing the acid and use dilute
hydro<hlori< acid for neutralizing the bose.
Oxidizing agents su<h as potassium
permonganate, should also be redu<ed in
strength with a l 0% aqueous solution of
sodium thiosulfate (reducing agent) before
washing into the drain.
1
®
WHM IS symbol for materials
causing an immediate and serious
toxic effect.
WHMIS symbol for substances
causing other toxic effects that are
not immediately dangerous to
health.
Perspectives on STS Issues
Statements of STS issues can be classified for
purposes of organizing your knowledge. The
following classification system may be helpful.
• scientific
• tedmological
• ecological
• economic
• political
•legal
• ethical
• social
• militaristic
• aesthetic
• mystical
• emotional
collect materials that require special disposal and dispose of them as
required by law.
Toxic Substances
Solutions of toxic substances, such as oxalic acid, should not be poured
down the drain, but should be disposed of in the same manner as heavy
met al solu tions. Solid toxic substances are handled similarly to
precipitates of heavy metal.
0.4 STS Decision-Making Model
When controversial issues related to science and technology arise in
our society, there is often a heated debate among various special
interest groups. Little progress is of ten made because diff erent parties
in the debate often recognize only a single perspective on the issue.
Many people now realize that an informed multi-perspective view is
more d e fensible. The following model represen t s one possible
procedure for making an informed decision on a social issue related to
science and technology.
1. Identify an STS (science-technology-society ) issue. Newspapers,
magazines, and news broadcasts are sources of current STS issues.
However, some issues like acid rain have been current for some
time and only occasionally appear in the news. When identifying an
issue for discussion or debate, it is convenient to state the issue as a
resolution. For example, "Be it resolved that the use of fossil fuels
for heating homes should be eliminated."
2. Design a plan to address the STS issue. Possible designs include
individual research, a debate, a town-hall meeting (or role-playing),
or participation in an actual hearing or on a committee.
3. Identify and obtain relevant information on as many perspectives as
possible. An STS issue will always have scientific and technological
perspectives. Other perspectives include ecological, economic,
political, legal, ethical, social, militaristic, esthetic, mystical, and
emotional. (See the glossary on page 768 for definitions of these
perspectives.) Information can be obtained from references and
through group discussions. There are many sides to every issue.
There can be positive and negative viewpoints about the resolution
from every perspective.
4. Generate a number of alternative solutions to the STS problem.
Some obvious solutions will arise from the resolution. Other creative
solutions often arise from a brainstorming session within a group.
5. Evaluate each solution and decide which is best. One method is to
rank on a scale the value of a particular soluti on from each
perspective. For example, a solution might have little economic
advantage and be ranked as 1 on a scale of 1 to Si the solution
might have a significant ecological benefit and be ranked as 5, for a
total of 6. A diff erent solution might be judged as 3 from the
economic perspective and 1 from the ecological perspective, for a
total of 4. The solution with the highest tota l is likely to be
approved. Although simplistic, this method facilitates evaluation
and illustrates the trade-offs that occur in any real issue.
752
APPENDIX D
Now read the following from the Chemistry 11Lesson 4 webpage:
The Main Parts of WHMIS
What is WHMIS? WHMIS stands for Workplace Hazardous Materials Information System.
The main components of WHMIS are:
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Product Identification and classification
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Labeling
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MaterialSafety Data Sheets
•
WHMIS training and education. WHMIS is designed to ensure that those using hazardous
materials have suffi ient information to handle them safely.
Responsibilities
Who is responsible for making sure the WHMIS system is working?
In the Chemical Industry suppliers supply chemicals to a company (the employer) and the chemicals are
used by the company's workers (employees). Consequently,under the Hazardous Product Act (WHMIS),
responsibilities are placed on everyone ... suppliers, employers and workers.
The Supplier's Responsibilities- Suppliers are those who sell or import products. Suppliers must
provide appropriate labeling (Supplier Labels) on the container and a Material Safety Data Sheet (MSDS)
for all WHMIS "controlled products" they distribute. The purpose of the labels is to clearly identify the
contents of the hazardous material,and the MSDS is to provide more information about the product.
· The Employer's Responsibilities- Employers are required to provide WHMIS training for employees.
The employer must also ensure that proper labeling is in place (Supplier Labels and Workplace Labels)
and that an MSDS is available for each product to which a worker may be exposed.
The Worker's Responsibilities- Workers are required to take the provided WHMIS training and should
also be prepared to report to their employer on any problems or violations under WHMIS legislation.
Now you've read the above,please write the Unit 1Lesson 3 Quiz (on the next page).
PART B. 3 - Unit 1 Lesson 3 Quiz
Now you've read the above information and watched the video clip, please
complete the following quiz. (1.0 mark each question).
TASK: Choose either True or False for each of the statement and put an X in
the correct box.
TRUE
FALSE
1) One of the main components of "WHMIS" is "Material
Safety Data Sheets"(MSDS).
2) An important rule of lab safety is for a chemist to use
common sense
3) The WHMIS symbol below means "Class
Dangerously reactive material".
4) The "stop sign" Household Hazardous Product shape
below means "warning".
0
Checklist for the Substansive Assignment. Make sure each PART is complete 
Co mpleted?
PART A.1 Career Research Assignment
15 mk
PART A. 2 Career Research Questions
PART B.1 Unit 2 Questions 1.6 to1.9
15 mk
PA RT B .2 U ni t 2 Q ui z
4 mk
PA RT B .3 U ni t 3 Q ui z
4 mk
11 mk
GOO D L U CK in C HE M IS T R Y 11
!! !