Unit 1

Matter, Chemical Trends and

Bonding
eLearning
DDSB
Dr. Aslam Hanief
Objectives of Unit 1.1 Part A: Matter

• In this section of Unit 1, we will

• Explain what is the study of Chemistry all about
• Describe what is matter and how matter is measured
• Classify matter and its changes
• Apply the concepts of accuracy, precision, percent error and significant figures
to calculations
• Recognize, choose appropriate laboratory equipment for measuring matter
and know how to read measuring equipment

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What is Chemistry?
• Have you every thought about what exactly is chemistry?
• For most individuals, when they think of chemistry, they think about adding
chemicals together and producing a reaction in the lab.
• Chemistry is the study of matter and its composition.
• Chemistry is also the study of what happens when matter interacts with
other matter.
• When you mix ingredients for a cake and put the batter in the oven, that is
chemistry.
• Our cells carry out thousands of reactions. That is chemistry.
• Chemistry is happening everywhere.
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Overview of Chemistry

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Activity 1.1A
In your own words, explain what is chemistry.

What are the five main branches of chemistry?

• What does each of the area deal with?
• Give an example of a field that utilizes that branch of chemistry.

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Describing and Measuring Matter
• Matter is a substance that has mass and occupies physical space
(volume).
• Matter consists of various types of particles, each with mass and size.
• The most familiar examples of particles are the electron, the proton
and the neutron. Combinations of these particles form atoms.
• Matter exist in different states:

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Describing Matter
• Characteristics that help you describe and identify matter are called properties.
• As a budding scientist, you must observe matter carefully in order for you to describe it
well.
• Let’s consider water. Perhaps we may use statements like these:
• Water is a liquid.
• It has no smell.
• Water is clear and colourless.
• It changes to ice when it freezes.
• Water freezes at 0°C.
• Sugar dissolves in water.
• Oil floats on water.

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Describing matter
• Properties may be physical or chemical.
• A physical property is a property that you can observe without
changing one kind of matter into something new. For example, iron is
a strong metal with a shiny surface. It is solid at room temperature,
but it can be heated and formed into different shapes.
• A chemical property is a property that you can observe when one
kind of matter is converted into a different kind of matter. For
example, a chemical property of iron is that it reacts with oxygen to
form a different kind of matter: rust. Rust and iron have completely
different physical and chemical properties.

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Describing matter
• Some properties of matter, such as colour, and odour, are qualitative.
You can describe them in words, but you cannot measure them or
express them numerically.

• Other properties, such as density and boiling point, can be measured

and expressed numerically. Such properties are quantitative.

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Describing matter

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Activity 1.1B - Identify each of the following as an example of a
physical property or a chemical property. And if possible, as
qualitative or quantitative

1. Silver tarnishes when it comes in contact with hydrogen sulfide in the air.
2. A banana is yellow.
3. A sheet of copper can be pounded into a bowl.
4. Barium melts at 727 oC.
5. Gasoline is flammable
6. A diamond is the hardest natural substance. 
7. Helium does not react with any other element.
8. A bar of lead is more easily bent than is a bar of aluminum of the same size.
9. Potassium metal is kept submerged in oil to prevent contact with oxygen or water.  
10. An apple will turn brown is left in oxygen.
11. Diamond dust can be used to cut or grind most other materials.
12. Acid in tomato sauce can corrode aluminum foil.
13. Rocks containing carbonates can be identified because they effervesce (fizz) when hydrochloric acid is applied.
14. A piece of charcoal, which is mostly the substance carbon, glows red, gives off heat, and becomes a grey ash.
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The Particle Theory of Matter
• The kinetic theory of matter (particle theory) says that all matter consists of many,
very small particles which are constantly moving or in a continual state of motion.
• The degree to which the particles move is determined by the amount of energy
they have and their relationship to other particles.
• The particles might be atoms, molecules or ions. Use of the general term 'particle'
means the precise nature of the particles does not have to be specified.
• Particle theory helps to explain properties and behaviour of materials by providing
a model which enables us to visualise what is happening on a very small scale
inside those materials.
• As with all models it does have limitations. For example, particles are not solid
spheres; likewise, the model assumes that particles collide and bounce off each
other. But, in reality, particles often do not simply bounce off each other because
they have forces of attraction between them.
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How particles are arranged in various states of matter

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 Activity 1.1C – Classify each as a physical or
chemical change in matter. Justify your answer.
(a) A green coating forms on a copper statue when the statue is
exposed to air.
(b) Your sweat evaporates to help balance your body temperature.
(c) Frost forms on the inside of a freezer.
(d) Your body breaks down the food you eat to provide energy for your
body’s cells.
(e) Juice crystals dissolve in water.
(f) An ice-cream cone melts on a hot day.

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Changing of state of matter

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 https://youtu.be/hkBrw2fG75U

States of Matter

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Activity 1.1D: Change of state of matter
If we keep heating a gas,
we get a ________ due to
the process of ________.
Some solids that goes
through __________ are
naphthalene, ammonium
chloride and iodine
crystals.
What is:
Vaporization?
Freezing?
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Activity 1.1E – Matter and Change of
States
• What is matter?
• How are the particles arranged in solids, liquids and gases?
• Examine the properties of solids, liquids and gases (in the table). Link
each property to the arrangement and/or behaviour of the particles
that make up the solid, liquid or gas.
• What determines the amount of energy that is needed to change one
state of matter to another?
• Why are ‘change of states’ physical changes?
• Which is the most abundant state of matter in the universe?

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Classifying matter

All matter can be

classified into two
groups: mixtures and
pure substances.

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 Note: Matter is common found in three physical states on
Some definitions Earth. However, the most abundant state of matter in the
universe is plasma.

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 What is the
Tyndall effect?
Do a quick
Google search
to find out.

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 https://youtu.be/Ti0QroYDta8

Solutions, colloids and suspensions

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 Use these terms to fill in the blank spaces:
Mixture Compound Heterogeneous Suspension Solution Homogeneous
Element Pure substance Colloid

Activity 1.1F: Fill in the spaces below

• A ______________is a physical combination of two or more kinds of matter.
• Mixtures in which the different components are clearly visible are called _________________ mixtures.
• Mixtures in which the components are blended together so well that the mixture looks like just one
substance are called _________________ mixtures.
• A ________________has a definite composition, which stays the same in response to physical changes.
• Pure substances are further classified into elements and compounds.
• An _____________ is a pure substance that cannot be separated
chemically into any simpler substances.
• A ________________ is a pure substance that results when two or more elements combine chemically
to form a different substance.
• Particles do not settle out at all in a _______________. In a ____________, particles do not settle out
and the particles scatter light. In a __________, the particles readily settle out.
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Using Measurements to Describe Matter
• You are following a recipe that requires milk. How do you measure
milk at home? Litres? Cup? Pint? Gallon?
• To communicate effectively, scientists rely on a standard system of
measurement.
• This system is called the International System of Units (Le système
international d’unités, SI).
• It allows scientists anywhere in the world to describe matter in the
same quantitative language. There are seven fundamental quantities
– what are they?

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 What are the other

Important SI Quantities and Their Units

two basic quantities?

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Using Measurements to Describe Matter
• Two main factors affect your ability to record and communicate
measurements and calculations.
• One factor is the instruments you use.
• What are you looking for in the measuring equipment you are using?
• The other factor is your ability to read and interpret what the
instruments tell you.
• How can this be improved?

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Using Measurements to Describe Matter
Consider the blue rectangle you are trying to measure with the ruler A
below. What is the length of the object?

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Using Measurements to Describe Matter
Consider the blue rectangle you are trying to measure with the ruler A
below. What is the length of the object?

Is it 4.2 cm, or is it 4.3 cm? You cannot be certain. The 2 of 4.2 is an

estimate. The 3 of 4.3 is also an estimate. In both cases, therefore, you
are uncertain about the last (farthest right) digit.

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Using Measurements to Describe Matter
Consider the blue rectangle you are trying to measure with the ruler B
below. What is the length of the object?

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Using Measurements to Describe Matter
Consider the blue rectangle you are trying to measure with the ruler B
below. What is the length of the object?

Is it 4.27 cm or 4.28 cm? Again, you cannot be certain. Ruler B lets you
make more precise measurements than ruler A. Despite ruler B’s higher
precision, however, you must still estimate the last digit. The 7 of 4.27 is
an estimate. The 8 of 4.28 is also an estimate.
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When we make measurements, we want the
equipment to provide us with values that are
accurate and precise.

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Accuracy and Precision
• Accuracy refers to the closeness of a measured value to a standard or known value.
• For example, if in lab you obtain a weight measurement of 8.2 kg for a given substance, but
the actual or known weight is 10 kg, then your measurement is not accurate. In this case,
your measurement is not close to the known value.
• Precision refers to the closeness of two or more measurements to each other.
• Using the example above, if you weigh a given substance five times, and get 8.2 kg each time,
then your measurement is very precise.
• Precision is independent of accuracy. You can be very precise but inaccurate, as described
above. You can also be accurate but imprecise.
• For example, if the average of your measurements for a given substance are close
to the known value, but the measurements are far from each other, then you have
accuracy without precision.

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Accuracy and Precision

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Activity 1.1G – Accuracy and Precision

Say

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Activity 1.1H – Accuracy and Precision
a. Which results are most
precise?
b. Which results are most
accurate?
c. Which results have the
highest accuracy and
precision?

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Activity 1.1I – Accuracy and Precision

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Percent Error
• Many times you have used your calculator and you got a close answer to that of
your teacher, but you didn’t have the exact answer.
• The reason that we calculate percent error is to determine how much error
there is in our own calculations or data.
• To find your percent error, you will need to use the following equation

• The accepted value is the true or correct value (what you SHOULD have gotten).
• The measured value is what YOU measured or calculated yourself.
• Notice that the numerator is in absolute value form. You should not have any
negative percent error values
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Activity 1.1 J – Percent Error
• Calculate the percent error in each of the following case:
• A student measured a desk as 1.25 m long. However, it was actually 2.12 m long.
What was the student’s percent error? [41%]
• The actual volume of liquid was 500.0 mL. When measured, a student found it
was 499.7 mL. What was the student’s percent error? [0.06%]
• A standard mass of 250.0 g was placed on a balance. The balance read a mass of
243.9 grams. What is the balance’s percent error? [2.4%]
• A student calculated the percent of potassium in the compound as 54%. The
reference book said it was actually supposed to be 76%. What was the student’s
percent error? [29%]

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Significant Digits, Certainty, and
Measurements
• As we have seen with the ruler (slide 27 onward), all measurements
involve uncertainty.
• One source of this uncertainty is the measuring device itself.
• Another source is your ability to perceive and interpret a reading.
• In fact, you cannot measure anything with complete certainty.
• The last (farthest right) digit in any measurement is always an
estimate.

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Significant figures
• The digits that you record when you measure something are called
significant digits.
• Significant digits include the digits that you are certain about and a
final, uncertain digit that you estimate.
• For example, 4.28 g has three significant digits. The first two digits,
the 4 and the 2, are certain. The last digit, the 8, is an estimate.
Therefore, it is uncertain.
• The value 4.3 has two significant digits. The 4 is certain, and the 3 is
uncertain.

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Rules for writing significant figures

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The case of zero as a significant figure

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Activity 1.1 K – Significant figures

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Calculating with Significant Digits
• When you report a
value for your answer,
it should not imply
more certainty than
your measured
quantities justify.
• We follow these rules:

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Example 1

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 Example 2

Note: 291.309 is 290 when written with 2

significant figures.
290 is 2.90 x 102 written in scientific notation
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Activity 1.1L – Significant figures

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Activity 1.1 M
Significant figures

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 https://youtu.be/b38hFWvEjwI

Precision, Accuracy, Measurement, and

Significant Figures

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Trying this online test on significant figures. It will
show you the answers after submitting your work.
https://www2.southeastern.edu/Academics/Faculty/wparkinson/help/
significant_figures/test.html

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Laboratory equipment
These are tools and equipment used by students,
researchers, technicians, technologists or scientists who
work in a laboratory. 

What is the name of the different equipment shown in the

slides that follow?

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1. Measuring volumes of liquids
Name each
equipment.

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2. Measuring mass
Name each
equipment.

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3. Measuring length Name each
equipment.

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4. Measuring time 5. Temperature Name each
equipment.

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Activity 1.1N – Measuring equipment
What lab equipment would you use in each situation? Why?
(a) You need 2.00 mL of hydrogen peroxide for a chemical reaction.
(b) You want approximately 1 L of water to wash your equipment.
(c) You are measuring 250 mL of water to heat on a hot plate.
(d) You need 10.2 mL of alcohol to make up a solution.
(e) You need to weigh 3.0 g of sodium chloride.
(f) You need to measure the temperature of your water bath.

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 • Test tube
• Balance
• Beaker
• Apron
Activity 1.1 O • Tongs
Use the listed equipment to match • Bunsen burner
the correct function in the table
• Beaker
• Erlenmeyer Flask
• Striker
• Goggles
• Funnel
Example:
Equipment: Ring clamp • Stand
Function: Attaches to a lab stand and
used to hold a variety of lab equipment
• Ring clamp
SCH3U-801 Unit•1 Part
Dropper
1 Hanief_DDSB_Summer_2020 57
 https://youtu.be/_A3JxpMU63s

Basic Chemistry Lab Equipment

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Reading laboratory equipment
• It is very important that you know how to actually measure or read off
the scale of the measuring equipment.
• Some equipment are digital such as a balance for weighing masses.
• Others are analog so you will have to understand the scale on the
equipment and then know how to read it off.
• If you are reading the place of the liquid on the equipment such as in a
thermometer, or a burette or measuring cylinder, in these cases you need
to know a little about the meniscus ( the curved surface of the liquid in
the container).
• For liquids in an equipment, always take the reading at eye level on a flat
surface such as the top of the lab bench.
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 How to read off the meniscus?

Mercury Water

So, if the shape of the meniscus is downward

such as in water (A), alcohols or dilute
What do you notice about the solutions, the bottom of the meniscus is read.
shape of the meniscus of In the case of Mercury (B), the top of the
Mercury and of water? SCH3U-801 Unit 1 Part 1 Hanief_DDSB_Summer_2020
meniscus is read since it curves upward. 60
Reading measuring equipment
If your eye is either
higher or lower than
the meniscus level, you
will make an error in
reading the liquid level
This is referred to as
 a parallax error. A burette is used to deliver a measured amount of
liquid into a container.
Most burettes are 50 mL with graduations every
0.1 mL.
In reading numbers from a graduated scale, you
always interpolate between the graduation
The bottom of the marks.
meniscus was read for Since your burette is graduated to 0.1 mL, you
this liquid. will read your burette to 0.01 ml.  The second
Reading was done at decimal place is an estimate, but should be
eye level. recorded. So, in this case, the 6.6 is certain, but
SCH3U-801
the 3 in 6.63 is an estimate. 61
Unit 1 Part 1 Hanief_DDSB_Summer_2020
Activity 1.1P – read these quantities shown at A,
B and C

B C

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Wrap Up – are you able to comfortably
• Describe what is chemistry and recognise the main branches of chemistry?
• Explain what is matter, its characteristics, and change of state?
• Give examples of physical and chemical properties?
• Make a table of common SI units?
• Apply the concept of accuracy, precision, percent errors about measurement and
uncertainty in calculations?
• Make up a list of values and challenge yourself to identify the number of significant digits in
each?
• Perform calculations in applying the rules for significant digits when adding, subtracting,
multiplying, and dividing numbers?
• Give examples of laboratory equipment that are used to measure different quantities?
Know how to read measuring equipment?

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