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Introduction to Chemistry
Mr. Christopherson
Normal Community High School
www.unit5.org/chemistry
Believe that life is worth living,and your belief will help create the fact.William James, 1842-1910 American Psychologist and Philospher
Whether you believe you can do a thingor believe you can’t,you are right.
Henry Ford, 1863-1947 American Car Manufacturer
All through my life,the new sights of Naturemade me rejoice like a child.
Marie Curie, 1867-1934 Polish-Born French Chemist
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 mentallyand spiritually. It is through the pain of
confronting and resolving problems that we learn.
M. Scott Peck, b. 1936 American Psychiatrist and Writer
Don’t be afraid to take a big stepif one is indicated.
You can’t cross a chasmin two small jumps.
David Lloyd George, 1863-1945 British Prime Minister and Statesman
Chemistry is the study of matter and the transformations it can
undergo…
Chemistry is the study of matter and the transformations it can
undergo…
…Matter is anything that occupies space.
…Matter is anything that occupies space.
ChemistryChemistry with a with a
ChemistryChemistry with a with a PurposePurpose
Li
3
H
1
He
2
C
6
N
7
O
8
F
9
Ne
10
Na
11
B
5
Be
4
H
1
Al
13
Si
14
P
15
S
16
Cl
17
Ar
18
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
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
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
Fr
87
Ra
88
Rf
104
Db
105
Sg
106
Bh
107
Hs
108
Mt
109
Mg
12
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
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
La
57
Ac
89
1
2
3
4
5
6
7
N7
C6
H1
S16
Ir77
O8
N7
Mn25
e
<
The Human ElementThe Human Element
Interactive Periodic Table
Natural ScienceNatural Science
Physical SciencePhysical Science Earth and Space ScienceEarth and Space Science Life ScienceLife Science
Physics Chemistry Geology Astronomy Botany Zoology
Meteorology
Oceanography
Ecology
Genetics
Natural science covers a very broad range of knowledge.
Wysession, Frank, Yancopoulos, Physical Science Concepts in Action, 2004, page 4
Table of Contents‘Introduction to Chemistry’
Introduction / Perceptions (17 slides)
Safety (21 slides)
Pure vs. Applied Science (10 slides)
Scientific Method (27 slides)
Lab Equipment (6 slides)
Alchemy vs. Chemistry (30 slides)
Manipulating Numerical Data (11 slides)
Conversion Factors and Unit Cancellation (6 slides) Simple Math with Conversion Factors (8 slides)
Scientific Notation (18 slides)
Using the Exponent Key (17 slides)
Basic Concepts in Chemistry (7 slides)
Metric System (10 slides)
Measurement (23 slides)
Essential Math (14 slides)
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.
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)).
He proposed a possible “generalization.” Perhaps: “Cylindrical objects burn.”
Jaffe, New World of Chemistry, 1955, page 3-4
“Cylindrical Objects Burn”
WILL BURN
Tree limbs
Broom handles
Pencils
Chair legs
Flagpoles
WON’T BURN
Rocks
Blackberries
Marbles
Paperweights
Jaffe, New World of Chemistry, 1955, page 3-4
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
The Six Levels
of Thought
KnowledgeKnowledge
ComprehensionComprehension
ApplicationApplication
AnalysisAnalysis
SynthesisSynthesis
EvaluationEvaluation
“Success is a journey, not a destination.” -Ben Sweetland
“Successful students make mistakes, but they don’t quit. They learn from them.” -Ralph Burns
“Success consist of a series of little daily efforts.” -Marie McCuillough
Food Elements Removedfrom the soil by various plants
Corn Hay Wheat Cotton Oats Potatoes Tobacco
30
20
10
Pou
nds
Per
Acr
e
Nitrogen Phosphorus Potassium
CalciumMagnesium Sulfur
Jaffe, New World of Chemistry, 1955, page 468
Table: Soybean nutrient requirements in pounds/40 bushels
Nutrient Seed Plant Total
Nitrogen (N) 150 30 180
Phosphorus (P2O5) 35 10 45
Potassium (K2O) 57 52 109
Calcium (Ca) 7 -- 7
Magnesium (Mg) 7 -- 7
Sulfur (S) 4 -- 4
Zinc (Zn) 0.04 -- 0.04
Iron (Fe) -- -- 1.20
Manganese (Mn) 0.05 -- 0.05
Copper (Cu) 0.04 -- 0.04
Molybdenum (Mo) -- -- 0.008
Most nutrients are obtained from residual sources http://www.vaes.vt.edu/tidewater/soybean/soyproduction/soyguide.html#L4
4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10
Strongly acid Strongly alkaline
Me
diu
m
ac
id
Slig
htl
ya
cid
Ver
y S
lig
htl
y ac
id
Ver
y S
lig
htl
y al
kali
ne
Slig
htl
y a
lkal
ine
Me
diu
m
alk
alin
e
Acidity / Alkalinity (pH)
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
Chemistry will develop ALL of these skills in YOU!
You’ve Finally Met Your Match
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 itsbase 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.
O’Connor Davis, MacNab, McClellan, CHEMISTRY Experiments and Principles 1982, page 462,
Dual Perceptions
Dual Perceptions
Dual Perceptions
Stack of Blocks
www.unit5.org/chemistry
Unit 1Introduction to Chemistry
Internet web site:
www.unit5.org/christjs
A Colorful Demonstration: The Remsen Reaction
Click to seeVIDEO