Introduction

Introduction to Chemistry Mr. Christopherson Normal Community High School www.unit5.org/chemistry Whether call forth our courage a thing Problems you believe you can do and our wisdom; or believe you can’t, indeed, they create our courage and our wisdom. you arebecause of problems that itDon’t be right. to take a big stepwe grow mentally is only afraid and spiritually. It is through the pain of if one is Manufacturer Henry Ford, 1863-1947 American Carindicated. confronting and resolving problems You can’t cross a chasm that we learn. in two small jumps. David Lloyd George, 1863-1945 British Prime Minister and Statesman M. Scott Peck, b. 1936 American Psychiatrist and Writer All through my life, the new sights of Nature Believe that life is worth living, made me rejoice like a child. and your belief will help create the fact. Marie Curie, 1867-1934 Polish-Born French William James, 1842-1910 American Psychologist and Philospher Chemist Chemistry is the study of matter and the transformations it can undergo… …Matter is anything that occupies space. Chemistry with a Purpose Interactive Periodic Table Ir O N Mn 77 8 7 25 e H 1 He 2 1 H 1 The Human Element Be 4 2 Li 3 B 5 C 6 N 7 O 8 F 9 Ne 10 3 Na Mg 11 12 Al 13 Si 14 P 15 S 16 Cl 17 Ar 18 4 K 19 Ca Sc 20 21 Ti 22 V 23 Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br 24 25 26 27 28 29 30 31 32 33 34 35 Kr 36 5 Rb Sr 37 38 Y 39 Zr Nb Mo Tc Ru Rh Pd Ag Cd 40 41 42 43 44 45 46 47 48 In 49 Sn Sb Te 50 51 52 I 53 Xe 54 6 Cs Ba 55 56 * W Hf 72 Ta 73 W 74 Re Os 75 76 Ir 77 Pt Au Hg 78 79 80 Tl 81 Pb Bi 82 83 Po At Rn 84 85 86 7 Fr 87 Ra 88 Rf Db Sg Bh Hs Mt 104 105 106 107 108 109 La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 Ac Th Pa 89 90 91 U 92 Np Pu Am Cm Bk Cf 93 94 95 96 97 98 Es Fm Md No Lr 99 100 101 102 103 Natural Science Physical Science Earth and Space Science Life Science Physics Chemistry Geology Astronomy Botany Zoology Meteorology Ecology Oceanography 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. 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)). Jaffe, New World of Chemistry, 1955, page 3-4 “Cylindrical Objects Burn” WILL BURN Tree limbs Broom handles WON‟T BURN Rocks Blackberries Marbles Paperweights Pencils Chair legs Flagpoles 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 Evaluation Synthesis The Six Levels of Thought “Success is a journey, not a destination.” -Ben Sweetland Analysis Application “Successful students make mistakes, but they don‟t quit. They learn from them.” -Ralph Burns Comprehension Knowledge “Success consist of a series of little daily efforts.” -Marie McCuillough Food Elements Removed from the soil by various plants Nitrogen Magnesium Phosphorus Calcium Potassium Sulfur 30 Pounds Per Acre 20 10 Corn Jaffe, New World of Chemistry, 1955, page 468 Hay Wheat Cotton Oats Potatoes Tobacco Very Slightly acid Very Slightly alkaline Table: Soybean nutrient requirements in pounds/40 bushels Slightly alkaline Medium acid Strongly acid Medium alkaline Slightly acid Strongly alkaline Nutrient Nitrogen (N) Phosphorus (P2O5) Potassium (K2O) Calcium (Ca) Magnesium (Mg) Sulfur (S) Zinc (Zn) Iron (Fe) Manganese (Mn) Copper (Cu) Molybdenum (Mo) Seed 150 35 57 7 7 4 0.04 -0.05 0.04 -- Plant 30 10 52 --------- Total 180 45 109 7 7 4 0.04 1.20 0.05 0.04 0.008 4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10 Acidity / Alkalinity (pH) Most nutrients are obtained from residual sources http://www.vaes.vt.edu/tidewater/soybean/soyproduction/soyguide.html#L4 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 shown 1 in the upper right corner. The candle is cylindrical 2 and has a diameter3 of about 3 cm. The length of the candle was initially about 16 centimeters 4, and it changed slowly5 during observation, decreasing about 1 cm in one hour 6. 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 bottom 14 of the candle along its central axis15 and protrudes about 5 mm above the top of the candle 16. The wick is made of three strands of string braided together 17. 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 wick 18. The burning candle makes no sound19. While burning, the body of the candle remains cool to the touch 20 except near the top. Within about 1.5 cm of the top the candle is warm 21 (but not hot) and sufficiently soft to mold easily22. The flame flickers in response to air currents23 and tends to become quite smoky while flickering 24. 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 candle 26, and at its base the flame has a blue tint 27. Immediately around the wick in a region about 2 mm wide and extending about 5 mm above the top of the wick 28 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 blinding 32. The flame has rather sharply defined sides33 but a ragged top34. The wick is white where it emerges from the candle 35, but from the base of the flame to the end of the wick 36 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 end 38. As the candle becomes shorter, the wick shortens too, so as to extend roughly a constant length above the top of the candle 39. 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 flame 41 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 Unit 1 Introduction to Chemistry Internet web site: www.unit5.org/chemistry www.unit5.org/christjs Click to see VIDEO A Colorful Demonstration: The Remsen Reaction