1. Sign Up For Mastering Chemistry
Pathway 1:
Sign Up For Mastering Chemistry
To access learning system
Instructions are also available on Blackboard
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2. John Taylor Florida State College @ Jacksonville johtaylo@fscj.edu
Pathway 2:
Access Course
Through
FSCJ
Blackboard
John Taylor Florida State Jacksonville
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3. Sign Up For Conceptual Academy
Pathway 3:
Sign Up For Conceptual Academy
Academy Review:
John Suchocki
Saint Michael’s College
Colchester, VT (Burlington suburb)
And John Taylor Florida State Jacksonville
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4. Chapter 1 About Science Lecture Presentation Bradley Sieve
Northern Kentucky University
Highland Heights, KY
Modified by John Taylor Florida State Jacksonville
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5. 1.1 Science Is a Way of Understanding the Natural World
More than a body of knowledge
A method for exploring nature
Science is the product of
Observations
Common sense
Rational thinking
Experimentation
Brilliant insights
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6. 1.1 Science Is a Way of Understanding the Natural World
Modern science began when
People became skeptical of observations
Wondered is explanations were accurate
Turned to experimentation instead of simple observations
Watch the Video #CO101a (2:27 minutes):
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7. 1.1 Science Is a Way of Understanding the Natural World
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8. 1.1 Science Is a Way of Understanding the Natural World
Experiments are better when proven wrong than right
Wrong experiments cause us to double-check our thinking
Revising ideas moves us closer to the correct explanation but may not be perfect
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9. 1.1 Science Is a Way of Understanding the Natural World
Essential activities conducted by scientists
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10. 1.2 The Discovery of the Buckyball
Discovered by Kroto, Smalley, and Curl
“How can one identify the composition of interstellar dust?”
How can one tackle such a question?
Watch the Video #CO102a (11:13 minute) (Meet Kai & Maile via Interview with Bill Baker)
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11. 1.2 The Discovery of the Buckyball
The Wheel of Scientific Inquiry
How was the wheel used in this case?
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12. 1.2 The Discovery of the Buckyball
Kroto, Curl, and Smalley received the
Noble Prize for their work
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13. Concept Check Kroto, Smalley, and Curl won the Nobel Prize for
a. identifying the composition of interstellar dust.
b. producing buckminsterfullerene.
c. understanding the implications of a chance discovery.
d. doing all of the above.
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14. Concept Check
The answer is c: Their most significant achievement was being open and curious enough to explore their chance discovery and then to understand its implications.
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15. 1.3 Technology Is Applied Science
Project #14 (Chapter 12 Hydrocarbons)
Watch the Nat Geo Film; record Notes; Summarize with one page paper with your impressions-see WORD .doc file Download: View:
National Geographic Aftermath Series:
World Without Oil
What would our world look like if we ran out of oil? The lifeblood of our high-tech, highly mobile world won't last forever. Watch one scenario of what happens when one day oil does run out. How might our world change and how would we adapt? Aftermath follows the chaotic days and months after this catastrophic event through dramatic re-creations and CGI animation. Find out how we might cope as food disappears, electrical power fails and winter turns the big cities into abandoned buildings.
U-Tube:
Before it is too late Can Technology Save Us?
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16. 1.3 Technology Is Applied Science
Scientific discoveries can lead to technology
Applications of nanotube
Technology can lead to scientific discoveries
Use of computers in science
Although different, technology and science are very much related
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17. 1.3 Technology Is Applied Science
Technology is a double-edged sword
Consider technology for fossil fuels
Beneficial
Extracts fossil fuels for use
Produces energy
Detrimental
Creates pollution
Depletes resources
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18. 1.3 Technology Is Applied Science
Technology is also offering other options
Sustainable energy sources
Photovoltaics (Chapter 17)
Hydroelectric (Chapter 17)
Wind (Chapter 17)
Solar thermal (Chapter 17)
Technology is simply a tool
Can be used for good or bad
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19. 1.3 Technology Is Applied Science
Risk Assessment
Weighing the benefits of technology against the drawbacks
Risks and benefits will very from person to person
Leading to great public debates
Irradiated food
Medication labels
Risks may not be immediately known
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20. Concept Check
Does technology come from science, or does science come from technology?
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21. Concept Check
Both! The practical application of knowledge gained through science is technology. In this sense, the science comes first. The tools of technology, however, can be used by scientists to further their understandings of nature.
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22. 1.4 We Are Still Learning About the Natural World
Science is a work in progress
Watch Video#104a (13:21 Minutes):
For all we know, much more is unknown
A fact is something agreed upon by competent observers
Even accepted facts change over time
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23. 1.4 We Are Still Learning About the Natural World
Hypothesis
Suggested explanation for an observed phenomenon
Scientific hypothesis is only scientific when it can be tested through experiments
The more supporting experiments there are, the more confidence scientists have
Just one failed experiment and the hypothesis is discredited
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24. Which statement is a scientific hypothesis?
Concept Check
Which statement is a scientific hypothesis?
1. The moon is made of Swiss cheese.
2. Human consciousness arises from an essence that is undetectable.
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25. Concept Check
Both statements attempt to explain observed phenomena, so both are hypotheses. Only statement (a) is testable, however; therefore, only statement (a) is a scientific hypothesis.
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26. 1.4 We Are Still Learning About the Natural World
Scientific Law
Also known as a scientific principle
Hypothesis that has been tested and supported over and over
In practice is the best approximation that has been thoroughly tested
Law of Mass Conservation is an example
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27. 1.4 We Are Still Learning About the Natural World
Scientific Theory
A well-tested scientific explanation
Examples include
Theory of relativity
Theory of the atom
Theories constantly evolve and are the foundation of science
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28. 1.4 We Are Still Learning About the Natural World
Take Scientific Method Vocabulary Test on Blackboard
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29. 1.4 We Are Still Learning About the Natural World
Why should we learn science?
Is part of our everyday life
Transportation, agriculture, medicine, materials
Provides an understanding of our place on this planet
Consumption of resources
Pollution of the planet
By understanding science, we can move toward sustainable living
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30. 1.4 We Are Still Learning About the Natural World-Scientific Method Project
Project #1: The Scientific Method &
Controlled Experiment Paper/Project:
Conceptual Chemistry 5th Edition by John Suchocki  
Scientific Observations Assignment:
  Our syllabus includes the FSCJ CHM 1020 Nine Section Learning Outcomes & Assessments.
Section #6 of this district course outline model has the following:
Outcome #3. Demonstrate knowledge of Scientific Method by a. Formulate problem, b. Make observations,
c. Derive and test hypothesis and
d. Make conclusions.
Each science course at FSCJ has this learning outcome. The district science council has defined that all science classes at FSCJ will accomplish this outcome via one of two methods:
1. Analyze an experiment that demonstrates the use of the scientific method
2. Analyze an article in a scientific journal where the scientific method is used
So instead of performing an experiment or looking at an article for this course, we will watch an old Sci-fi Hollywood movie which demonstrates the scientific method in use. The film may be boring today by today standards as it is not an action thriller and spends too much time on the scientific method.
See the film review on the next slide:
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31. 1.4 We Are Still Learning About the Natural World-Scientific Method Project
Movie Film: Andromeda Strain – 1971
Amazon.com Editorial Review: The best-selling novel by Michael Crichton was faithfully adapted for this taut 1971 thriller, about a team of scientists racing against time to destroy a deadly alien virus that threatens to wipe out life on Earth. As usual with any Crichton-based movie, the emphasis is on an exciting clash between nature and science, beginning when virologists discover the outer-space virus in a tiny town full of corpses. Projecting total contamination, the scientists isolate the deadly strain in a massive, high-tech underground lab facility, which is rigged for nuclear destruction if the virus is not successfully controlled. The movie spends a great deal of time covering the scientific procedures of the high-pressure investigation, and the rising tensions between scientists who have been forced to work in claustrophobic conditions.
It's all very fascinating if you're interested in scientific method and technological advances, although the film is obviously dated in many of its details. It's more effective as a thriller in which tension is derived not only from the deadly threat of the virus, but from the escalating fear and anxiety among the small group of people who've been assigned to save the human race. The basic premise is still captivating; it's easy to see how this became the foundation of Crichton's science-thriller empire. --Jeff Shannon
Scientific Observations Assignment:
  Of the 70 points project/paper/activity portion of the course, this project counts 10 points:
points for watching and taking notes during the movie (2 Hr 8 min) and points for completing the required district question form and writing an analysis of the film via
a. Define the Problem
b. Describe the procedures used to allow the scientists access to the facility call ‘Wildfire”
c. Describe examples of the use of the scientific method through experimentation
d. Describe the chemistry principles discovered to solve the problem.(Section 10.3 Chapter 10)
This film is available on Netflix, North Campus Library, some public libraries. It is for sale cheap on amazon.com or you can check out one of my copies if you visit me on campus on Mondays beginning June 6
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32. 1.5 Chemistry Is Integral to Our lives
Chemistry is the study of matter and the transformations it can undergo
Matter is anything that occupies space
Stuff that makes up all material things
Consider how broad the scope of chemistry must be
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33. 1.5 Chemistry Is Integral to Our lives
Chemistry is often described as a
central science
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34. 1.5 Chemistry Is Integral to Our lives
Progress is made by conducting research
Basic Research
Research leading to a greater understanding
In chemistry, describes how atoms combine
Applied Research
Focuses on the development of useful applications
Most chemists deal with applied research
These types of research rely on each other
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35. 1.5 Chemistry Is Integral to Our lives
Examples of Applied Research
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36. 1.5 Chemistry Is Integral to Our lives
Waste materials have long been disposed of without thought for the long-term consequences.
Green chemistry can be utilized to
Minimize waste
Recycle waste
Reuse waste materials
Render waste materials safe
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37. 1.5 Chemistry Is Integral to Our lives
Optional Video:
How Chemist Communicate via ACS Meeting (American Chemical Society)
John Visits an ACS National Meeting: Video # CO105a (5:26 minutes)
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38. Concept Check
Chemists have learned how to produce aspirin using petroleum as a starting material. Is this an example of basic or applied research?
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39. Concept Check
This is an example of applied research, because the primary goal was to develop a useful commodity. However, the ability to produce aspirin from petroleum depended on an understanding of atoms and molecules developed from many years of basic research.
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40. 1.6 Scientists Measure Physical Quantities Significant Figures
Each number in a properly recorded measurement is a significant digit (or significant figure).
Significant digits express the uncertainty in the measurement.
When you count significant digits, start counting with the first nonzero number.
Let’s look at a reaction measured by three stopwatches.
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41. Exponents are written using a superscript; thus, (4)(4)(4) = 43.
1.6 Scientists Measure Physical Quantities Scientific Notation-Exponents
Exponents are used to indicate that a number has been multiplied by itself.
Exponents are written using a superscript; thus, (4)(4)(4) = 43.
The number 3 is an exponent and indicates that the number 4 is multiplied by itself three times. It is read “4 to the third power” or “4 cubed.”
(4)(4)(4) = 43 = 64 .
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42. 1.6 Scientists Measure Physical Quantities Scientific Notation-Powers of 10
A power of 10 is a number that results when 10 is raised to an exponential power.
The power can be: positive (number greater than 1) or negative (number less than 1).
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43. 1.6 Scientists Measure Physical Quantities Scientific Notation
Numbers in science are often very large or very small. To avoid confusion, we use scientific notation.
Scientific notation utilizes the significant digits in a measurement followed by a power of 10. The significant digits are expressed as a number between 1 and 10.
Watch Video # CO106b (7:31 Minutes)
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44. 1.6 Scientists Measure Physical Quantities Scientific Notation-Example
There are 26,800,000,000,000,000,000,000 helium atoms in 1.00 L of helium gas Express the number in scientific notation.
Place the decimal after the 2, followed by the other significant digits (2.68).
Count the number of places the decimal has moved to the left (22). Add the power of 10 to complete the scientific notation.
2.68 x 1022 atoms
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45. 1.6 Scientists Measure Physical Quantities Scientific Notation-The Calculator
A scientific calculator has an exponent key (often EXP) for expressing powers of 10.
If your calculator reads 7.45 E-17, the proper way to write the answer in scientific notation is 7.45 x 10–17.
To enter the number in your calculator, type 7.45, press the exponent button (EXP) and type in the exponent (17) followed by the +/– key (-).
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46. 1.6 Scientists Measure Physical Quantities Significant Figures
Each number in a properly recorded measurement is a significant digit (or significant figure).
Significant digits express the uncertainty in the measurement.
When you count significant digits, start counting with the first nonzero number.
Let’s look at a reaction measured by three stopwatches
Watch Video # CO106c (8:04 Minutes) Scientific Figures (Appendix B)
Center Bottom Video on above page
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47. 1.6 Scientists Measure Physical Quantities Significant Figures
Stopwatch A is calibrated to seconds (0 s); Stopwatch B to tenths of a second (0.0 s); and Stopwatch C to hundredths of a second (0.00 s).
Stopwatch A reads 35 s; B reads 35.1 s; and C reads s.
35 s has two significant figures.
35.1 s has three significant figures.
35.08 has four significant figures
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48. 1.6 Scientists Measure Physical Quantities
Measurements are key to understanding observations
Matter has mass, but a better description includes the amount of mass and volume
By including measurements, we can make comparisons
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49. 1.6 Scientists Measure Physical Quantities
Length, Mass, Volume, Time, Energy, etc.
Any measurement must include a unit along with the number
3 meters, 3 feet, 3 inches
3 meters, 5 meters, 7 meters
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50. Two major unit systems are used
1.6 Scientists Measure Physical Quantities The Metric System of Measure
Two major unit systems are used
United States Customary System
Used in the United States for nonscientific purposes (English rather the American System)
Systѐme International (SI)
Also known as the International System of Units or The Metric System of Measure
Used in most other nations and by scientists worldwide
In chemistry and chemistry lab we use the Metric System to measure (Allied Health also has the Apothecary System of Measure)
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51. 1.6 Scientists Measure Physical Quantities The Metric System Definitions
A meter was defined as 1/10,000,000 of the distance from the North Pole to the equator.
A kilogram (1000 grams) was equal to the mass of a cube of water measuring 0.1 m on each side.
A liter was set equal to the volume of one kilogram of water at 4 C.
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52. 1.6 Scientists Measure Physical Quantities
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53. 1.6 Scientists Measure Physical Quantities
For example, the prefix kilo- increases a base unit by 1000:
1 kilogram is 1000 grams.
The prefix milli- decreases a base unit by a factor of 1000:
1000 millimeters is 1 meter
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54. 1.6 Scientists Measure Physical Quantities Unit Equation
A unit equation relates two quantities that are equal.
For example:
1 kilometer = 1000 meters
1 km = 1000 m
Also, we can write:
1 centimeter = 1/100 of a meter
1 cm = 0.01 m
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55. 1.6 Scientists Measure Physical Quantities Unit Factors
A unit conversion factor, or unit factor, is a ratio of two equivalent quantities.
For the unit equation 1 m = 100 cm, we can write two unit factors:
1 m or cm
100 cm m
Watch Video # CO106a (5:26 Minutes)
Right bottom Video
Visit Dimensional Analysis Web Site:
Reference: See Page 18 Chapter 1 Section 1.6 Suchocki
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56. 1.6 Scientists Measure Physical Quantities
Metric system uses a decimal system
Each unit is related by a factor of ten
Prefixes show the power of ten
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57. 1.6 Scientists Measure Physical Quantities
Project #2: Measurement via Gasoline Project In Chemistry we collect data in the laboratory while performing an experiment. Our second project concerns measurement and data collection in the field (1020 has no lab component). As an experiment you can do from the 1st week to the last, we can find out what your energy consumption and cost are for driving a car. So here is the project which we will start ASAP and finish the last week of the term. During the first weeks of class you need to fill your gasoline tank in your car. During the course you will keep a record of all purchases of gasoline noting dates, price, amount, cost and odometer reading. Get receipts or keep a diary in your vehicle. Then transfer each purchase to a data page or in a spreadsheet. Collecting the data (10 points) and presenting the data collected (5 Points) is three fourths of the grade or 15 points. This experiment is four small projects as it is an intense week project for 20 points. 
During the last weeks, you fill your tank again and record the data.
The chemical reaction for combusting gasoline is:
2 C8H18 (l) + 25 O2 (g)  16 CO2 (g) H2O (g) (Burn 1 gallon put 18.7 Lbs CO2 in the environment!)
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58. 1.6 Scientists Measure Physical Quantities
Calculations/Projections/Conclusions (5 points):
What is your annual mileage?: 
Annual Mileage = your daily average miles driven calculated above multiplied by 365 days  
your projected annual need for gasoline?:
Annual Gasoline Demand: Your average Gallons Used multiplied by 365 days
What will be annual cost at $2.00 per gallon; $2.50 per gallon, $3.00 per gallon; $3.50 per gallon; $4.00 per gallon; $4.50 per gallon; and $5.00 per gallon?.
Annual $2.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $2.00/gallon
Annual $2.50/gallon = Yearly Gasoline Demand(gallons) multiplied by $2.50/gallon
Annual $3.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $3.00/gallon
Annual $3.50/gallon = Yearly Gasoline Demand(gallons) multiplied by $3.50/gallon
Annual $4.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $4.00/gallon
Annual $4.50/gallon = Yearly Gasoline Demand(gallons) multiplied by $4.50/gallon
Annual $5.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $5.00/gallon
Total Pounds of Carbon Dioxide released into the atmosphere by you every year?
Total Annual CO2 Released = Total Annual Gallons Used multiplied by 18.7 pounds/gallon
The instructor may add additional data for you to determine to complete this project.
Presentation and projections are worth one half the grade or 10 points. If your family has more than one car, extra credit may be earned for doing two projects for the weeks.
These calculations should be done in a spreadsheet or typed in table format, but the spreadsheet may either be hand drawn on your data page or done on the computer. You may also keep your data in a small notebook you keep in the car.
You need to only fill the tank twice, at the beginning and at the end of the project. You will not use the first fill-up in your calculations, except odometer reading. Why?
If you do not drive or own a vehicle and can not get cooperation from your family, the instructor will assigned an alternate energy demand project(My Electric Demand!) or you may earn 20 total points using the data of your instructor’s car (4 years). Write a summary/Conclusions and statement of what you learned from this project (one papegraph)!
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59. 1.6 Scientists Measure Physical Quantities
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