1. Introduction to Chemistry
“CHEMISTRY IS THE SCIENCE OF CHANGE. It looks at all the different kinds of substances and how they interact with each other. It is going on all around us all the time, as well as in the scientific laboratory and in the chemical industry. People in widely differing walks of life use chemistry everyday – the doctor and the chef, the farmer and the builder. Chemistry comes to the aid of the manufacturer of food, and also to the brewer and wine maker. The technician in the hospital laboratory uses chemistry to check for infections in blood samples. The forensic scientists uses chemistry to solve crimes. In agriculture, chemistry is used to increase the yields of crops and to control many pests. Chemicals keep the water supply safe and swimming pools clean. One of the largest industries in the world is the petrochemical industry – this industry is mainly associated with gasoline and the chemicals that come from crude oil. Drugs, synthetic dyes, plastics, and fabrics are produced by chemical means from nature’s raw materials.”
Eyewitness Science “Chemistry” , Dr. Ann Newmark, DK Publishing, Inc., 1993, pg 6
Mr. Wohlfarth
Broadneck High School

2. Problems call forth our courage and our wisdom;
indeed, they create our courage and our wisdom.
it is only because of problems that we grow mentally
and spiritually. It is through the pain of
confronting and resolving problems
that we learn.
M. Scott Peck, b American Psychiatrist and Writer
Whether you believe you can do a thing
or believe you can’t,
you are right.
Henry Ford, American Car Manufacturer
Don’t be afraid to take a big step
if one is indicated.
You can’t cross a chasm
in two small jumps.
David Lloyd George, British Prime Minister and Statesman
All through my life,
the new sights of Nature
made me rejoice like a child.
Marie Curie, Polish-Born French Chemist
Believe that life is worth living,
and your belief will help create the fact.
William James, American Psychologist and Philospher

3. Chemistry is the study of matter and the transformations it can undergo…
Image courtesy:
Introduction to Chemistry
1.       What is chemistry?
2.       What are the four parts of the scientific method?
3.       What is a control experiment?
4.       Describe the three types of variables.
5.       Compare laws, theories, and hypotheses.
6.       What is the only way to prove a hypothesis true?
7.       Why do laws and theories evolve?
8.       What is the last step of solving any problem?
9.       What is measurement?
10.     What is a dimension?
11.     What is a unit?
12.     What is the difference between fundamental and derived units?
13.     Why is the standard for mass, in the SI, unique?
14.     What is the difference between mass and moles?
15.     Is density a fundamental or derived unit?
16.     How is a conversion factor made?
17.     How is one unit converted to another?
18.     What is precision?
19.     What do the significant figures of a measurement indicate?
20.     In what situation are trailing zeros always significant.
21.     Numbers in scientific notation have the basic form A x10B. What is the range of A?
22.     What kind of number will have a negative B?
23.     Why do scientists use graphs?
24.     What variables go on which of the axes of a graph?
25.     How do direct and inverse relationships differ?
26.     Describe the graph of a direct linear relationship.
27.     Describe the graph of an inverse parabolic relationship.
28.     What is the slope of a horizontal line?
29.     In an experiment the independent variable does not change. What is the slope of the graph?
30.     During a lab experiment the temperature of the gas in a balloon is varied and the volume is measured.
Which of the two variables will be graphed on the horizontal axis and which will be graphed on the vertical axis?
31.     What kind of relationship exists between P and z in this equation? P = mv/z2

4. …Matter is anything that occupies space.
Chemistry
with a
Purpose

5. B H S Br U I N S The Human Element H He H Li Be B C N O F Ne Na Mg Al
Interactive Periodic Table B 7 H 1 S 16 Br 35 U 92 I 53 N 7 S 25 H 1 He 2 H 1
The Human Element 1 Li 3 Be 4 B 5 C 6 N 7 O 8 F 9 Ne 10 2 Na 11 Mg 12 Al 13 Si 14 P 15 S 16 Cl 17 Ar 18 3 K 19 Ca 20 Sc 21 Ti 22 V 23 Cr 24 Mn 25 Fe 26 Co 27 Ni 28 Cu 29 Zn 30 Ga 31 Ge 32 As 33 Se 34 Br 35 Kr 36 4 Rb 37 Sr 38 Y 39 Zr 40 Nb 41 Mo 42 Tc 43 Ru 44 Rh 45 Pd 46 Ag 47 Cd 48 In 49 Sn 50 Sb 51 Te 52 I 53 Xe 54 5 Cs 55 Ba 56 Hf 72 Ta 73 W 74 Re 75 Os 76 Ir 77 Pt 78 Au 79 Hg 80 Tl 81 Pb 82 Bi 83 Po 84 At 85 Rn 86 6 *
A periodic table by itself is not that interesting. It is when we add the "human element", i.e. you and me, that chemistry becomes interesting.
And just like that, the laws of chemistry change. A world that includes the Human Element, along with hydrogen, oxygen and other elements, is a very different world indeed. Suddenly, chemistry is put to work solving human problems. Bonds are formed between aspirations and commitments. And the energy released from reactions fuels a boundless spirit that will make the planet a safer, cleaner, more comfortable place for generations to come. A world that welcomes change is about to meet the element of change: the Human Element.
By itself, a human body is worth very little (perhaps $5.00 as elements). When we look at the incredible enzymes and hormones in the body we can see we are worth ~millions of dollars. Fr 87 Ra 88 Rf
104 Db
105 Sg
106 Bh
107 Hs
108 Mt
109 7 W La 57 Ce 58 Pr 59 Nd 60 Pm 61 Sm 62 Eu 63 Gd 64 Tb 65 Dy 66 Ho 67 Er 68 Tm 69 Yb 70 Lu 71 Ac 89 Th 90 Pa 91 U 92 Np 93 Pu 94 Am 95 Cm 96 Bk 97 Cf 98 Es 99 Fm
100 Md
101 No
102 Lr
103

6. Earth and Space Science
Natural Science
Physical Science
Earth and Space Science
Life Science
Physics
Chemistry
Geology
Astronomy
Botany
Zoology
Meteorology
Oceanography
Ecology
Genetics
Science can be broken into social science (social studies, political science, psychology) and natural science. This slides shows some of the diverse areas of natural science.
Forensic Science
Natural science covers a very broad range of knowledge.
Wysession, Frank, Yancopoulos, Physical Science Concepts in Action, 2004, page 4

7. Intro to Chemistry
Copyright © 2007 Pearson Benjamin Cummings. All rights reserved.

8. A Lost Child Keeping Warm
Once upon a time a small child became lost. Because the weather was cold, he decided to gather material for a fire. As he brought objects back to his campfire, he discovered that some of them burned and some of them didn’t burn.
To avoid collecting useless substances, the child began
to keep track of those objects that burned and those that
did not.
He proposed a possible “generalization.”
Perhaps: “Cylindrical objects burn.”
Fable: A Lost Child Keeping Warm
Once upon a time a small child became lost. Because the weather was cold, he decided to gather material for a fire. As he brought objects back to his campfire, he discovered that some of them burned and some of them didn’t burn. To avoid collecting useless substances, the child began to keep track of those objects that burned and those that did not.
He proposed a possible “generalization.”
Perhaps: “Cylindrical objects burn.”
This procedure if one of the elementary logical thought processes by which information is systematized.
It is called inductive reasoning (a general rule is framed on the basis of a collection of individual observations (or facts)).
Using his generalization, the boy gathered more substances to burn. He collected three pieces of pipe, two ginger ale bottles, and the axle from an old car, while leaving a huge cardboard box full of newspapers.
During the long cold night that followed he drew these conclusions:
(1) The cylindrical shape of a burnable object may not be intimately associated with its flammability after all.
(2) Even though the “cylindrical” rule is no longer useful, tree limbs, broom handles, pencils, and other burnables still burn.
(3) He’d better bring the list along tomorrow.
New idea: Perhaps “Wooden objects burn.”
This procedure if one of the elementary logical thought processes by which information is systematized.
It is called inductive reasoning (a general rule is framed on the basis of a collection of individual observations (or facts)).
Jaffe, New World of Chemistry, 1955, page 3-4

9. “Cylindrical Objects Burn”
WILL BURN
WON’T BURN
Tree limbs
Broom handles
Pencils
Chair legs
Flagpoles
Rocks
Blackberries
Marbles
Paperweights
Fable: A Lost Child Keeping Warm
Once upon a time a small child became lost. Because the weather was cold, he decided to gather material for a fire. As he brought objects back to his campfire, he discovered that some of them burned and some of them didn’t burn. To avoid collecting useless substances, the child began to keep track of those objects that burned and those that did not.
He proposed a possible “generalization.”
Perhaps: “Cylindrical objects burn.”
This procedure if one of the elementary logical thought processes by which information is systematized.
It is called inductive reasoning (a general rule is framed on the basis of a collection of individual observations (or facts)).
Using his generalization, the boy gathered more substances to burn. He collected three pieces of pipe, two ginger ale bottles, and the axle from an old car, while leaving a huge cardboard box full of newspapers.
During the long cold night that followed he drew these conclusions:
(1) The cylindrical shape of a burnable object may not be intimately associated with its flammability after all.
(2) Even though the “cylindrical” rule is no longer useful, tree limbs, broom handles, pencils, and other burnables still burn.
(3) He’d better bring the list along tomorrow.
New idea: Perhaps “Wooden objects burn.”
Jaffe, New World of Chemistry, 1955, page 3-4

10. Using his generalization, the boy gathered more substances to burn.
He collected three pieces of pipe, two ginger ale bottles, and the
axle from an old car, while leaving a huge cardboard box full of newspapers.
During the long cold night that followed he drew these conclusions:
(1) The cylindrical shape of a burnable object may not be
intimately associated with its flammability after all.
(2) Even though the “cylindrical” rule is no longer useful, tree
limbs, broom handles, pencils, and other burnables still burn.
(3) He’d better bring the list along tomorrow.
It is important to realize that generalizations have limited use. You can easily overextend a generalization so that it is of little use or it becomes incorrect.
Scientists must simplify explanations to make complex ideas more clear. Exceptions always occur when you oversimplify. Scientists must be willing to modify their explanations (theories) when new evidence is uncovered that contradicts their previous explanation. A dogmatic approach, where a person is unwilling to change their ideas when new evidence is uncovered would be an example of bad science.
New idea: Perhaps “Wooden objects burn.”
Jaffe, New World of Chemistry, 1955, page 3-4

11. The Six Levels of Thought
Evaluation
The Six Levels of Thought
Synthesis
Analysis
“Success is a journey, not a destination.”
-Ben Sweetland
Application
“Successful students make mistakes,
but they don’t quit. They learn from them.”
-Ralph Burns
Our goal is to be able to do synthesis and evaluation of data. We need to begin with simple fact and knowledge recall and build our way up the cognitive ladder.
This requires dedication, memorization, problem-solving and hard work. You will fail at times and must not give up - continue learning and questioning your entire life.
Do you think there are "good chemicals" and "bad chemicals"? If so, how do they differ?
Chemicals are not "good" or "evil". How we use them determines that.
e.g. water to a man that is dehydrating in a desert is good while holding someone under water for too long is evil (drowning them).
Comprehension
“Success consist of a series of
little daily efforts.”
-Marie McCuillough
Knowledge

12. Food Elements Removed from the soil by various plants
Nitrogen
Phosphorus
Potassium
Magnesium
Calcium
Sulfur 30
Pounds Per Acre 20
Use this slide to explain why farmers rotate crops from one year to the next. In the mid-west of the United States farmers will plant corn one year and soybeans the next year.
Corn requires a large amount of nitrogen whereas soybeans replace nitrogen in the soil (nitrogen fixation). 10
Corn
Hay
Wheat
Cotton
Oats
Potatoes
Tobacco
Jaffe, New World of Chemistry, 1955, page 468

13. Table: Soybean nutrient requirements in pounds/40 bushels
Strongly acid
Strongly alkaline
Medium
acid
Slightly
Very Slightly
alkaline
Acidity / Alkalinity (pH)
Nutrient
Seed
Plant
Total
Nitrogen (N)
150 30
180
Phosphorus (P2O5) 35 10 45
Potassium (K2O) 57 52
109
Calcium (Ca) 7 --
Magnesium (Mg)
Sulfur (S) 4
Zinc (Zn)
0.04
Iron (Fe)
1.20
Manganese (Mn)
0.05
Copper (Cu)
Molybdenum (Mo)
0.008
Right graph shows that plants need many micronutrients for germination and then need primarily nitrogen, phosphorous and potassium for plant growth.
N, P, and K are the three ingredients in a bag of fertilizer (e.g )
Left graph shows that absorption of nutrients is dependant on pH. Most plants require slightly alkaline soil for absorption of elements.
Highly acidic soil doesn't absorb minerals very well. For this reason, farmers often apply lime (a base) to the soil to raise the pH > 7.
Most nutrients are obtained from residual sources

14. Job Skills for the Future
Evaluate and Analyze
Think Critically
Solve Math Problems
Organize and Use References
Synthesize Ideas
Apply Ideas to New Areas
Be Creative
Make Decisions with Incomplete Information
Communicate in Many Modes
Some of you may ask the question “Why do I have to study chemistry? I don’t plan to be a chemist when I grow up!”
My intention is not to make you into a chemist in one year. I want to explain some of the concepts fundamental to chemistry. This will help to to learn about the world around you – and may even help you later in life. In learning chemistry, you will be required to do many things (listed on the slide). These are skills that you must use in the ‘real-world’ everyday. Your problem solving, math and organizational skills will improve by studying chemistry.
Chemistry will develop ALL of these skills in YOU!

15. You’ve Finally Met Your Match
This cartoon is used the day after we perform the "Observations of a Burning Candle Lab" for a humorous set induction.

16. A Description of a Burning Candle
A photograph of a burning candle is shown1 in the upper right corner. The candle is cylindrical2 and has a diameter3 of about 3 cm. The length of the candle was initially about 16 centimeters4, and it changed slowly5 during observation, decreasing about 1 cm in one hour6. The candle is made of a translucent7, white8 solid9 which has a slight odor10 and no taste11. It is soft enough to be scratched
with the fingernail12. There is a wick13 which extends from top to bottom14 of the candle along its
central axis15 and protrudes about 5 mm above the top of the candle16. The wick is made of
three strands of string braided together17.
A candle is lit by holding a source of flame close to the wick for a few seconds. Thereafter the
source of flame can be removed and the flame sustains itself at the wick18. The burning candle
makes no sound19. While burning, the body of the candle remains cool to the touch20 except near
the top. Within about 1.5 cm of the top the candle is warm21 (but not hot) and sufficiently soft
to mold easily22.
The flame flickers in response to air currents23 and tends to become quite smoky while flickering24.
In the absence of air currents, the flame is of the form shown in the photograph, though it retains some movement at all times25. The flame begins about 2 mm above the top of the candle26, and at its
base the flame has a blue tint27. Immediately around the wick in a region about 2 mm wide and extending about 5 mm above the top of the wick28 the flame is dark29. This dark region is roughly conical in shape30. Around this zone and extending about 1 cm above the dark zone is a
region which emits yellow light31, bright but not blinding32. The flame has rather sharply defined
sides33 but a ragged top34. The wick is white where it emerges from the candle35, but from the base
of the flame to the end of the wick36 it is black, appearing burnt, except for the last 0,5 cm, where it glows red37. The wick curls over about 3 mm from its end38. As the candle becomes shorter, the wick shortens too, so as to extend roughly a constant length above the top of the candle39. Heat is emitted
by the flame40, enough so that it becomes uncomfortable in 10 to 20 seconds if one holds his finger
10 cm to the side of the quiet flame41 or 10 – 12 cm above the flame42.
Burning a Candle
“Wax is a mixture of compounds containing chiefly carbon and hydrogen. When the wick is lit, some wax is drawn up the wick and vaporizes. The vapor burns, using oxygen in the air. The yellow part of the flame is caused by carbon particles incandescing (glowing) at high temperatures. Unburned carbon forms soot.”
Eyewitness Science “Chemistry” , Dr. Ann Newmark, DK Publishing, Inc., 1993, pg 30
O’Connor Davis, MacNab, McClellan, CHEMISTRY Experiments and Principles 1982, page 462,

17. Dual Perceptions
Your experience of learning chemistry maybe somewhat like looking at this picture that tests your perspective.
You see either two faces looking at each other or a vase.
Sometimes your perception may be that chemistry is challenging, while a short time later your attitude may be that chemistry is easy and fun.
You walk into this class having heard stories about it from your friends, siblings or parents that may be similar or different to what you actually experience in the class.
They may have had a poor experience in high school chemistry and make you nervous about the class: or they may have had a fantastic experience and you are thrilled to be in my chemistry class.

18. Dual Perceptions
Your experience of learning chemistry maybe somewhat like looking at this picture that tests your perspective.
Sometimes your perception may be that chemistry is challenging, while a short time later your attitude may be
that chemistry is easy and fun.

19. Dual Perceptions

20. Stack of Blocks
This model appear to have three arms. Yet, we know it would be impossible to create an actual object like this picture. Models have limitations - as by their general nature, models are simplifications of complex situations. Yet it is in this simplification that we gain understanding. We need to be careful to not over-simplify and then apply the oversimplification to the real world.

21. What color do the dots appear
What color do the dots appear? All the dots are white and DO NOT change color. Your perception is that they are flickering black / gray / white.

22. This image looks 3-D and appears to waver across the page.

23. Stare at the black spots in the center of this image for ~30 – 60 seconds without blinking. Then close your eyes. What do you see? Do you see a face? Is this someone you know?

24. Stare at the black spots in the center of this image for ~30 – 60 seconds without blinking. Then close your eyes. What do you see? Do you see a face? Is this someone you know?

25. Unit 1 Introduction to Chemistry
My is kept current with a calendar listing what is covered in class each day. It contains all the worksheets and PowerPoint presentations used in class.
Internet web site:

26. A Colorful Demonstration: The Remsen Reaction
Ira Remson ( ) is renowned as one of the most influential American chemists and educators in the 19th century.
Demonstration can be found at
Metallic Copper + Concentrated Nitric Acid I adapted this lecture experiment from the "Coin-Operated Reaction" developed by Ron Perkins. I have made video records of a few lecture demonstrations, not to replace doing them in class, but rather so students can go back and review the experiments later in the year. I wanted an interesting system with which to make observations on the first day of class. I also wanted to give students an opportunity to explain what they saw in a logical manner. This system is rich with ideas such as gas laws, air pressure, complex ions, oxidizing acids, oxidation reduction, and gas solubility in water. What You Do...
To a 500 mL Florence flask, add about 50 mL of concentrated nitric acid. Place a coil of copper wire into the acid and stopper with a one-holed rubber stopper fitted with a long tube. The end of the tube is placed into a large container filled with water. (I use a plastic aquarium.)[1] As soon as the CuO contacts the HNO3(conc) the red-brown NO2(g) forms.
What You See...
Many changes occur during this demonstration. When the copper wire (or use two pre-1982 pennies) is added to the colorless nitric acid, the solution turns green and a large amount of red-brown gas is formed. The air being displaced by the gas formation can be seen bubbling through the water. The flask gets VERY warm. When enough gas is formed, it bubbles through the water (keep the liquid stirred so most of it will dissolve. The gas that makes it to the top is noxious. When the water siphons back into the flask, the blue Cu(H2O)42+ forms.
Later...
The gas in the flask begins to cool and therefore contracts. (I am reading my Ira Remsen story and allow students to notice the change.) As the pressure inside the flask decreases, the outside air pressure begins to push the water back toward the original flask. In addition, the red-brown gas dissolves in the water. Eventually, the water rushes into the flask, the solution turns characteristic blue, and the red-brown gas disappears as it is dissolved.
The Set Up...
Equipment:
500 mL Florence flask
ring stand
large ring placed below the flask
small ring that fits over the neck of the flask
one-hole rubber stopper
60 cm glass tubing
large container of water
The glass tube is bent in such a way as to connect the top of the flask with the bottom of the water container. The water in the container can be stirred by hand or with a magnetic stirrer. It needs to be stirred, however, or else the NO2 gas collects above the liquid (as it did when I took this picture...whew!).
The Chemistry...
Oxidation of copper metal with a strong oxidizing agent, conc. nitric acid.
In a classic experiment, copper metal is turned into copper (II) ion while the nitrogen (V) in the nitrate ion becomes nitrogen (IV) in the nitrogen dioxide gas.
Charles' Law
As the temperature from the reaction warms the gas, it expands. Later, as it cools, the gas contracts.
Nonmetal oxides are acid anhydrides (also link to acid rain)
Although the nitrogen dioxide gas is noxious and toxic, it dissolves readily in water and make the solution acidic. This can be shown by adding a little indicator to the water and making the water slightly basic before the copper is added to the acid.
Air pressure
As the pressure in the flask is decreased as it cools, the outside pressure pushes the water up the tubing toward the flask. The nitrogen dioxide gas is not pulling the water in.
Descriptive chemistry--copper solutions are green and blue
The colored solutions come from complexes of copper (II) ion in solution. Aqueous copper ion is blue, Cu(H2O)42+ The green must be copper surrounded by nitrates(?)
Discussion...
THE CHEMISTRY LABORATORY:  A LESSON IN SAFETY
About 100 years ago, the Chairperson of the Chemistry Department at Johns Hopkins University, and one of the pioneers of chemical education in America, Ira Remsen, wrote the following:  
(During this demonstration I read the reminiscence by Ira Remson quoted in Bassam Shakhashiri's demonstration book.[2])
While reading a textbook of chemistry I came upon the statement, "nitric acid acts upon copper." I was getting tired of reading such absurd stuff and I was determined to see what this meant. Copper was more or less familiar to me, for copper cents were then in use. I had seen a bottle marked nitric acid on a table in the doctor's office where I was then "doing time." I did not know its peculiarities, but the spirit of adventure was upon me. Having nitric acid and copper, I had only to learn what the words "act upon" meant. The statement "nitric acid acts upon copper" would be more than mere words.
All was still. In the interest of knowledge I was even willing to sacrifice one of the few copper cents then in my possession. I put one of them on the table, opened the bottle marked nitric acid, poured some of the liquid on the copper and prepared to make an observation. But what was this wonderful thing which I beheld? The cent was already changed and it was no small change either. A green-blue liquid foamed and fumed over the cent and over the table. The air in the neighborhood of the performance became colored dark red. A great colored cloud arose. This was disagreeable and suffocating. How should I stop this?
I tried to get rid of the objectionable mess by picking it up and throwing it out of the window. I learned another fact. Nitric acid not only acts upon copper, but it acts upon fingers. The pain led to another unpremeditated experiment. I drew my fingers across my trousers and another fact was discovered. Nitric acid acts upon trousers. Taking everything into consideration, that was the most impressive experiment and relatively probably the most costly experiment I have ever performed... It was a revelation to me. It resulted in a desire on my part to learn more about that remarkable kind of action. Plainly, the only way to learn about it was to see its results, to experiment, to work in a laboratory.[3]
The description above is very amusing and expresses an enthusiasm for chemistry that we all should strive for. Ira Remsen also recognized the vital importance of the laboratory experience in chemistry. However, he was very fortunate that this particular experiment did not have dire consequences. Experiments should never be conducted using the methods described. List all the violations of good safety practice in the experiment described by Ira Remsen and suggest some safer approaches to finding out what was meant by the words "acts upon".
Safety and Disposal...
The solution is highly acidic. I pour it out into a large beaker or battery jar and add excess sodium carbonate. The carbon dioxide bubbles indicate neutralization and the resulting copper carbonate precipitate is filtered, placed in a baggie and thrown away. The neutralized filtrate can be disposed of as you would any simple salt solution. Procedures may vary from location to location.
References:
[1] This demonstration is based on one shown by Ron Perkins called the "Coin Operated Demonstration"
[2] Shakhishiri, B.Z. "Chemical Demonstrations Volume 1--A Handbook for Teachers of Chemistry"; The University of Wisconsin Press: Madison, Wisconsin, 1983
[3] Getman, F.H. "The Life of Ira Remsem"; Journal of Chemical Education: Easton, Pennsylvania, 1940; pp9-10.
A Colorful Demonstration: The Remsen Reaction