1. Chemistry: A Science for All Seasons
Chapter 1
Chemistry: A Science for All Seasons

2. What is Science? What are the characteristics of SCIENCE?
What is TECHNOLOGY? Is it science?
What is PHILOSOPHY? Is it Science?

3. Technology Technology = factual
Use of scientific facts to do work or accomplish a goal without understanding WHY an event occurs or how something works
Examples:
using fire to cook
Fermentation of juice to wine
Others?

4. Philosophy
Philosophy = theoretical explanation of WHY something occurs
Began with Greeks
developed theories,
but did not TEST them
Middle ages: Alchemy
Some experimentation in medicine
Tried to change metals to gold, attain immortality
Technology was too limited!

5. Philosophy- cont’d Renaissance: “Natural Philosophy”
Thinking about “nature”
Technology more advanced
Began to question WHY and not simply accept on “faith”
Invention of printing press
More people became education
Greater ability to think and ask WHY

6. Philosophy- cont’d 1700s –1800s Began true careful experimentation
Technology advancing
More open minds
“science” still not a “profession”
Began true careful experimentation
Many simple but elegant experiments to determine the nature of matter

7. Web references from text
History of chemistry

8. So What is Science?
An accumulation of knowledge about Nature and the physical world
BASED ON OBSERVATIONS

9. 5 Characteristics of Science
Testable: ask questions and devise experiments
Reproducible: others should get same results when repeating your experiment
Explanatory: explain WHY something is as it is, in a TESTABLE manner
Predictive: based on past experience, predict what will happen (if…then..)
Tentative: explanations able to be modified in light of new data

10. Scientific Method Logical format to solve problems 4 parts:
Make observations: look at what is happening, then ask a question: Does X effect Y?
State a hypothesis: what you think will happen based on trends in observations: If X, then Y will soon follow
Do an Experiment: Do X. What happens?
Make Observations: Is Y occurring?
If yes, hypothesis OK;
If no, then go back and reformulate hypothesis

13. The Scientific Approach to Problem Solving
Use the Scientific Method to make discoveries, establish hypotheses
Leads to development of MODELS
Help us visualize a process based on numerous hypothesis and experimental outcomes
Tangible items or pictures to represent invisible processes
Help us understand something

14. The Scientific Approach to Problem Solving
Scientific Theories
Detailed explanations of WHY
Represent best possible explanation given current understanding and technology
Are VERY TENTATIVE

15. The Scientific Approach to Problem Solving
Scientific Laws
Brief, overall summaries about nature
Are “UNIVERSAL”- hold true in stated conditions tested, everywhere in the universe

16. The Scientific Approach to Problem Solving
Requires CREATIVITY
To develop multiple, testable hypotheses
To develop models
To envision HOW and WHY something is the way it is!

17. Tutorial: The Scientific Method

18. Limitations to Science
We cannot control ALL variables in many experiments
Example: influence of amounts of fats in diet on heart disease
Data collected over many years from many people in many countries---- suggests an association between fat in the diet and heart disease
Can’t really do a fully controlled experiment on people (take 1000 identical people from birth to death, give same diet and living conditions, etc)

19. Limitations to Science
Can do some tests in animals, but still NOT the same
BE CAREFUL with how scientific conclusions are offered to the public– it may or may not be relevant!
Science is NOT the “all-knowing, all-powerful” entity as many seem to think it is!
Current knowledge is LIMITED
Don’t have all the answers!!!!

20. How is Society Provided with Scientific Advancements?
“Applied” Research-
Work oriented toward solution of a specific problem
Has a specific goal
Design a drug to lower blood pressure
Build a car to run on renewable fuels that does not create much pollution

21. How is Society Provided with Scientific Advancements?
“Basic”Research
Aim is to find out WHY, for the sake of simply knowing!
Not directly linked to the development of a product or technology
No immediate benefit, other than satisfying curiosity
Is the basis of future applied research

22. Importance of Basic Research
“There are two compelling reasons why society must support basic research.One is substantial: the theoretical physics of yesterday is the nuclear defense of today; the obscure synthetic chemistry of yesterday is curing disease today. The other reason is cultural. The essence of our civilization is to explore and analyze the nature of man and his surroundings.As proclaimed in the Bible in the Book of Proverbs: Where there is no vision, people perish.”
Arthur Kornberg,
1959 Nobel Prize winner

25. Risk Assessment Assignment:
Get into groups of 4
Read assigned article
Think about the article, gather additional info (web, newspapers, books, etc)
Meet outside of class to to discuss article with each other and prepare brief overview of issue, pros and cons; RISK ASSESSMENT
NEXT CLASS MEETING: Present to CLASS

26. So Why Study Chemistry? To be better informed
To be a knowledgeable consumer
To make better decisions for yourself and society
To learn problem-solving skills
To enhance analytical thinking

27. Chemistry as the “Central Science”
Chemistry = the study of matter and the transformation it undergoes
EVERYTHING is a CHEMICAL
Table salt = sodium chloride, NaCl
Table sugar = sucrose, C12H22O11
Clothes: Wool? Cotton? Polyester?
Body: lipids, Proteins, Carbohydrates, DNA/RNA
You name it– it’s a chemical!

28. Chemistry as the “Central Science”
Chemistry is the driving force behind many “liberal arts”
Composition of paints? Colors?
Economies of industrial nations
#1 commercial chemical is sulfuric acid– LOTS of uses!
All idustry involves chemical processes
Economies of Developing Nations
Agriculture depends on chemicals as fertilizers, pesticides
Politics and Natural Resources

29. Assignment: Chemistry in your major
Find a current news story or historical example that demonstrates the importance of chemistry to your major
For example: chemical resource as a key issue in a political / economic rift; wars fought over chemical resources; etc
Write a 2 paragraph summary on issue and its relevance to your studies

30. Chemistry as the “Central Science”

31. Chemistry
Definition = the study of matter and the changes it undergoes
Matter = the stuff that makes up everything; anything that has mass
Mass = the quantity of matter a mass contains
Weight = a measure of the force of gravity upon a specific mass

32. Properties of Matter
Physical Properties = characteristics of a material
Color Mass
Temperature Odor
Density Hardness
Solubility
Conductivity (heat or electrical)
Freezing/boiling point
Chemical Properties = describe how a material reacts with another type of matter
Ability to burn
Ability to rust / corrode
Ability to make a solution acidic or basic
Lack of ability to react with something

33. Changes in Matter
Physical Changes = a change in a physical property; does NOT change the chemical composition or atomic arrangement of the material
Increase in temperature
Phase changes
Cutting into smaller pieces
Chemical Changes = changes that alter the identity of a material, a change in the chemical composition or atomic arrangement of the material
Wood burns in air to produce CO2 and H2O
Cooking an egg (change molecular structure of the proteins, loss of water)
Formation of rust (iron to iron oxide)

34. Classification of Matter
4 Phases: solid, liquid, gas, plasma
Solid:
Fixed shape and fixed volume;
Atoms tightly packed together

35. Classification of Matter
Liquid:
No fixed shape but maintains a fixed volume
Atoms loosely packed together, slide around each other

36. Classification of Matter
Gas:
No fixed shape or volume
Atoms not really associated with neighbors at all

37. Classification of Matter
Plasma:
mix of subatomic particles with not organization
(sun)

38. Classification of Matter

39. Substances vs Mixtures
has a definite or fixed composition
Composition does not vary from sample to sample
Mixture
Has a varied composition
Each individual component can be separated by physical means
Ex: salt and pepper, sugar in water, sea water

40. Mixtures: Heterogeneous Homogeneous
Different samples of the same mixture have different compositions
Ex- air in the room others?
Homogeneous
Same composition throughout sample
Ex- milk, tea, others?

41. Substances
Elements
Fundamental substances from which all things are constructed
Only one type of atom is present
Can not be broken down any further

42. Substances
Compounds
Substances made up of two or more elements in distinct ratios
Molecules: smallest characteristic part of a compound; composed of a distinct and unique arrangement of elements

43. Tutorial: Classifying matter

44. Elements

45. Elements- KNOW these names and symbols!!
Hydrogen H Helium He
Lithium Li Berylium Be
Boron B Carbon C
Nitrogen N Oxygen O
Fluorine F Neon Ne
Sodium Na Magnesium Mg
Aluminum Al Silicon Si
Phosphorous P Sulfur S
Chlorine Cl Argon Ar

46. Elements- KNOW these names and symbols!!
Potassium K Calcium Ca
Scandium Sc Titanium Ti
Vanadium V Chromium Cr
Manganese Mn Iron Fe
Nickel Ni Copper Cu
Zinc Zn Gallium Ga
Germanium Ge Arsnic As
Selenium Se Bromine Br

47. Elements- KNOW these names and symbols!!
Silver Ag Gold Au
Iodine I Lead Pb
Barium Ba Uranium U
Plutonium Pu Thorium Th
Bismuth Bi Mercury Hg
(and any others I mention later!)

48. Element tutorials http://www.uky.edu/Projects/Chemcomics/

49. Compounds
Substances made up of two or more elements in distinct ratios
Exist as molecules
Smallest characteristic part of a compound
composed of a group of atoms arranged and connected in a definite and specific way

50. Compounds
If the ratio of elements or the order of connections changes, then the identity (and physical and chemical properties) of the material changes
CO vs CO2 vs

51. Analogy Chemistry is a language: The elements are letters;
The compounds are words;
Chemical reactions are sentences.

52. Measurement of Matter Science is based on OBSERVATIONS
Qualitative
Describes a property or function
Answers “what is it like?”
Useful for identifying, describing, organizing, and categorizing
Quantitative
A number; tells how many
A measurement must have a number and a UNIT –something to qualify the number

53. International System of Units
Physical quantity
Name of unit
Symbol
length
meter m
mass
gram g
time
second s
temperature
Kelvin K
amount
mole
mol
energy
joule J

54. Metric Prefixes

55. Metric Prefixes-cont’d

56. Meaning of 1000 1 L 1 cm3 = 1 mL 1 cm 10 cm 103 cm3 = 1000 cm3 = 1 cm

57. Scientific Notation

58. Scientific Notation

59. Scientific Notation

60. Scientific Notation-Examples6
6 X 100 60
6 * 10
6 X 101
600
6 * 10 * 10
6 X 102
6000
6 * 10 * 10 * 10
6 X 103

61. Scientific Notation-Examples
6.4
6.4 X 100 64
6.4 * 10
6.4 X 101
640
6.4 * 10 * 10
6.4 X 102
6400
6.4 * 10 * 10 * 10
6.4 X 103

62. Scientific Notation-Examples
6.02
6.02 X 100
60.2
6.02 * 10
6.02 X 101
602
6.02 * 10 * 10
6.02 X 102
6020
6.02 * 10 * 10 * 10
6.02 X 103
60,200
6.02 * 10 * 10 * 10 * 10
6.02 X 104
620,000
6.02 * 10 * 10 * 10 * 10 * 10
6.02 X 105

63. Scientific Notation

64. Metric Prefixes “Game”
10-15 bismols
1 femto-bismol
1012 bulls
1 terabull
10-12 boos
1 picoboo
101 cards
1 decacards
10-18 boys
1 attoboy
1 boo2
1 boo boo
10-9 goats
1 nanogoat
10-3 king machines
1 milliking machine
109 los
1 gigalo

65. Metric Prefixes “Game”
10-1 mate
1 decimate
10-2 mentals
1 centimental
106 phones
1 megaphone
10-2 pedes
1 centipede
10-6 phones
1 microphone
1012 pins
1 terapin
1015 files
1 petafile

66. Metric Prefixes – cont’d
Use metric prefixes to get rid of exponentioal notation
BE ABLE to convert between units
978 g = kg
13,096 um = m

67. Factor-Label Method Logical way to convert units
6 step process = make a bridge!
1. Identify starting amount and number
2. Identify “Goal” units
3. List conversion factors
4. Set up grid and fill in
5. Be sure all labels cancel!
6. Do the math!

68. What are conversion factors?
A fixed ratio between two quantities
1 mole of gas at STP has a volume of 22.4 liters.
An equation written on its side
3 feet = 1 yard
Always two possible conversion factors
3 feet = 1 yard
1 yard feet
HOLY MOL-EE! Sing-Along Chemistry T-28. Conversion Factor Discussion Slide
Copyright 2000 Lynda J. Jones

69. Factor Label Grid
Place conversion factors in grid such that the units cancel! = =
Conversion
factors = =

70. Conversion Sheet CH 131 Fall 2002
Length Mass Volume
1 in = 2.54 cm lb = 454 g qt = 946 mL
39.4 in = 1 m lbs = 1 kg qt = 1 L
0.621 mi = 1 km oz = 28.5 g fl oz = 1 mL
1 mL = 1 cm 3
Pressure Energy Temperature
1 torr = 1 mm Hg J = 1 calorie oF = (9/5)oC +32
1 atm = 760 mm Hg 1 kcal = 1 “food”cal K = oC +273
1 atm = kPa

71. Example problem How many kg does a 140 pound person weigh?
6 step process
Identify starting amount and number (140 lbs)
2. Identify “Goal” units (kg)
3. List conversion factors (2.20 lbs = 1 kg)
4. Set up grid and fill in
5. Be sure all labels cancel!
6. Do the math!
140 lbs
1 kg
= 63.6 kg
2.20 lbs

72. More problems…
A recipe calls for 3.0 g of baking soda. Given that 1 tsp has a mass of 0.1 ounce, how many teaspoons of baking soda will you need?

73. More problems…
Professor X is moving from one office to another. He has accumulated 1249 books over his career. Assuming each book weighs 5.0 lbs (on average), how many boxes will be need? Each box can hold 100 kg.

74. More problems…
I want to build a split rail fence around part of my yard. The front and back boarders are 200 feet long each; each side is 300 feet long. How much will this cost, given that I need two rails for every 8 feet and 1 pole every 8 feet, and that rails cost $5.50 each and poles cost $ each?

75. Dimension Analysis Worksheet
Handout worksheet
Due on Sept. X
WORK INDIVIDUALLY

76. Length vs. Area vs. Volume
Length = 1 dimension
2 m
Area = 2 dimensions
2m * 2 m = 4 m2
Volume = 3 dimensions
2m * 2m * 2m = 8 m3
2 m
2 m
2 m
2 m
2 m
2 m

77. Length vs. Area vs. Volume
Be careful! When using 2- and 3-dimensional units, you must account for each!
THINK: 3 cm3 = 3 cm*cm*cm

78. Density - the mass contained by an object of a given volume
Density = mass
volume
- measurement of how closely the atoms are packed in a material
- the more closely packed, the greater the density

79. 4 Factors effecting Density
Density of individual atoms
ex- Al vs Pb
2. Atomic Packing
ex- foam pieces fitting into a container
3. Temperature
ex- hot air balloon
4. Pressure
ex- shaving foam inside vs. outside can

80. Density Calculations
What is the density of a liquid if 240 ml has a mass of 690 g?
D = m = 690 g = 2.88 g/mL
V mL

81. Density Calculations
What is the mass of a 1.6 cm * 4.9 cm * 10.3 cm block of wood, given a denisty of 0.93 g/cm3?
D = m so m = D * V V
V = 1.6cm*4.9cm*10.3cm = 80.7 cm3
m = 0.93 g * 80.7 cm3 = 75 g
cm3

82. Energy
Energy in matter is either given off or absorbed during physical or chemical changes
Source = ultimately, the sun
captured energy by plants (photosynthesis) = fossil fuels
coal, petroleum, natural gas

83. Energy Sources

84. 2 Forms of Energy Potential Energy Stored energy; Energy of position
Ex- ball on top of ahill
Ex- Energy “within” chemical bonds
Kinetic Energy
Energy of motion
Ex- ball rolling down a hill
Ex- energy released or put into a reaction to make it go

85. Heat vs. Temperature Heat A form of energy;
The amount of energy (potential or kinetic) an object possesses
Flow of energy from a “warm” to “cold” body
Temperature
Measure of the amount of heat energy
Something “hot” has more energy than your hand– feel heat energy flowing to your hand
Something “cold” has less Heat energy-feel heat flowing from your hand!

86. Heat
SI Unit = Joule (J)
1 calorie = J = amount of heat needed to raise the temperature of 1 g of water by 1oC
1 food calorie = 1000 calories
So…
1 banana split = 1500 food calories
= 1,500,000 calories
= increase temp of 1500 kg of water by 1 oC!

87. Temperature Three scales: Fahrenheit , Celcius/centigrade, and Kelvin
Be able to convert from one scale to another!
oF = (9/5)oC + 32
K = oC +273

88. Temperature Scales

89. Chapter 1 Learning Objectives
1. Be able to define and differentiate between the following terms:
Chemistry matter mass science hypothesis
universal theories predictive models
Variables Scientific laws
2. Be familiar with the 5 characteristics of science: testable, reproducible, explanatory, predictive, and tentative.
 3. Know that science has limits; what are the limits? Why? 
4. Differentiate between science and technology.

90. 5. Define Risk Analysis; understand how, as a society, we must weigh the benefits of a technology against the risks associated with it. What is a desirability quotient (DQ)? Why study chemistry, with respect to risk analysis?
6. Understand why chemistry is often referred to as the “central science”.
7. Differentiate between applied and basic research; know, however, how they are interrelated.
8. Differentiate between mass and weight.
9. Differentiate between chemical and physical properties. Name three examples of each.
10. Differentiate between chemical and physical changes. Name three examples of each.

91. 11. Understand the different ways to classify matter:
a.)   Know the three regular phases of matter (solids, liquids, and gases) and the defining properties of each.
b.)   Differentiate between substances and mixtures; sub-classify substances as elements or compounds and sub-classify mixtures as homogeneous or heterogeneous.
c.)    Differentiate between atoms and molecules.
12. Know the names, symbols, and location in the periodic table of the elements listed in table 1.3 of the text.
13. Know the seven S.I. base units for measurements (table 1.4).
14. Know the metric prefixes (table 1.5) and what they represent. Be able to interconvert between metric units; be able to convert metric units to English units (and vice versa) using dimensional analysis.

92. 15. Be able to use exponents (powers of 10, scientific notation) to interconvert metric units.
16. Be able to use dimensional analysis to solve unit-related problems.
17. Understand what density is and how to use it as a conversion factor in dimensional analysis problems.
18. Define energy; understand that chemical changes often are accompanied by changes in energy that can be harnessed for useful work. Differentiate between potential and kinetic energy (see table 1.8). Understand that there are different forms of potential energy and that energy can be converted from one form to another.
19. Differentiate between heat and temperature. Know the units for temperature (K, oC, oF) and be able to interconvert between units. Know the units for heat (J and cal) and be able to interconvert between units.