Chapter 1 “Introduction to Chemistry”. Section 1.1 Chemistry OBJECTIVES: –Identify five traditional areas of study in chemistry. OBJECTIVES: –Identify

Chapter 1Chapter 1“Introduction to “Introduction to

Chemistry”Chemistry”

Section 1.1ChemistrySection 1.1Chemistry

• OBJECTIVES:

–Identify five traditional areas of study in chemistry.

• OBJECTIVES:

–Identify five traditional areas of study in chemistry.


• OBJECTIVES:

–Relate pure chemistry to applied chemistry.

• OBJECTIVES:

–Relate pure chemistry to applied chemistry.


• OBJECTIVES:

–Identify reasons to study chemistry.

• OBJECTIVES:

–Identify reasons to study chemistry.

What is Chemistry?

• Chemistry is the study of the composition of “matter” – (matter is anything with mass and occupies space), its composition, properties, and the changes it undergoes.

• Has a definite affect on everyday life - taste of foods, grades of gasoline, etc.

• Living and nonliving things are made of matter.

ChemistryChemistry is the is the study of the study of the compositioncomposition, , structurestructure, and , and propertiesproperties of matter of matter and the and the changeschanges it it undergoes – such undergoes – such as burning fuels.as burning fuels.

CC22HH55OHOH ++ 33 OO22 2 CO 2 CO22 + 3 H + 3 H22O + EnergyO + Energy

Reactants Reactants Products Products

5 Major Areas of Chemistry5 Major Areas of Chemistry1) Analytical Chemistry- concerned with

the composition of substances.2) Inorganic Chemistry- primarily deals

with substances without carbon3) Organic Chemistry- essentially all

substances containing carbon4) Biochemistry- Chemistry of living things5) Physical Chemistry- describes the

behavior of chemicals (ex. stretching); involves lots of math!

Boundaries not firm – they overlap and interact

- Page 8

What is Chemistry?

• Pure chemistry- gathers knowledge for the sake of knowledge

• Applied Chemistry- is using chemistry to attain certain goals, in fields like medicine, agriculture, and manufacturing – leads to an application

* Nylon – Figure 1.3, page 9

* Aspirin (C9H8O4) - to relieve pain

* Use of TECHNOLOGY (benefit!)

Why Study Chemistry?

• Everyone and everything around us involves chemistry – explains our world

• What in the world isn’t Chemistry?• Helps you make choices; helps make

you a better informed citizen• A possible career for your future• Used to attain a specific goal• What did we describe as “pure” and

“applied” chemistry?

Why Study Chemistry?

• Figure 1.2, page 8–What benefits do each of the

pictures represent in improving our lives?

–Give examples in your daily life that involve use of chemistry, and things that do not?

Section 1.2Chemistry Far and Wide


• OBJECTIVES:

–Identify some areas of research affected by chemistry.

• OBJECTIVES:

–Identify some areas of research affected by chemistry.



• OBJECTIVES:

–Describe some examples of research in chemistry.

• OBJECTIVES:

–Describe some examples of research in chemistry.



• OBJECTIVES:

–Distinguish between macroscopic and microscopic views.

• OBJECTIVES:

–Distinguish between macroscopic and microscopic views.

Chemistry Far and Wide• Chemists design materials to fit

specific needs – velcro (Patented in 1955) on page 12

• perfume, steel, ceramics, plastics, rubber, paints, nonstick cooking utensils, polyester fibers

• Two different ways to look at the world: macroscopic and microscopic

Chemistry Far and Wide• Energy – we constantly have

greater demands–We can conserve it; use wisely–We can try to produce more; oil from

soybeans to make biodiesel–fossil fuels, solar, batteries (that store

energy – rechargeable?), nuclear (don’t forget pollution!)

Chemistry Far and Wide

• Medicine and Biotechnology-–Supply materials doctors use to

treat patients–vitamin C, penicillin, aspirin (C9H8O4)

–materials for artery transplants and hipbones

–bacteria producing insulin

Chemistry Far and Wide

• Agriculture–Produce the world’s food supply–Use chemistry for better productivity –

soil, water, weeds–plant growth hormones–ways to protect crops; insecticides–disease resistant plants

Chemistry Far and Wide• The Environment

– both risks and benefits involved in discoveries

– Pollutants need to be 1) identified and 2) prevented

– Lead paint was prohibited in 1978; Leaded gasoline? Drinking water?

– carbon dioxide, ozone, global warming

- Page 16

88.2%

440,000

After lead was banned in gasoline and public water supply systems, less lead entered the environment.

Let’s examine some information from a graph.

Chemistry Far and Wide• The Universe

–Need to gather data from afar, and analyze matter brought back to Earth

–composition of the planets

–analyze moon rocks

–planet atmospheres

–life on other planets?

Section 1.3Thinking Like a Scientist


• OBJECTIVES:

–Describe how Lavoisier transformed chemistry.

• OBJECTIVES:

–Describe how Lavoisier transformed chemistry.



• OBJECTIVES:

–Identify three steps in the scientific method.

• OBJECTIVES:

–Identify three steps in the scientific method.



• OBJECTIVES:

–Explain why collaboration and communication are important in science.

• OBJECTIVES:

–Explain why collaboration and communication are important in science.

Alchemy – developed the tools and techniques for working with

chemicals• The word chemistry comes from alchemy – practiced in China and India since 400 B.C.

• Alchemy has two sides:– Practical: techniques for working with

metals, glass, dyes, etc.– Mystical: concepts like perfection – gold

was a perfect metal

An Experimental ApproachAn Experimental Approach

• In the 1500s, a shift started from alchemy to science – King Charles II was a supporter of the sciences

• “Royal Society of London for the Promotion of Natural Knowledge”

• Encouraged scientists to use more experimental evidence, and not philosophical debates

• In the 1500s, a shift started from alchemy to science – King Charles II was a supporter of the sciences

• “Royal Society of London for the Promotion of Natural Knowledge”

• Encouraged scientists to use more experimental evidence, and not philosophical debates

LavoisierLavoisier

• In the late 1700s, Antoine Lavoisier helped transform chemistry from a science of observation to the science of measurement – still used today

• He settled a long-standing debate about burning, which was…–Oxygen was required!

• In the late 1700s, Antoine Lavoisier helped transform chemistry from a science of observation to the science of measurement – still used today

• He settled a long-standing debate about burning, which was…–Oxygen was required!

The Scientific Method

• A logical approach to solving problems or answering questions.

• Starts with observation- noting and recording information and facts

• hypothesis- a proposed explanation for the observation; must be tested by an experiment

Steps in the Scientific Method1. Observations (uses your senses)

a) quantitative involves numbers = 95oFb) qualitative is word description = hot

2. Formulating hypotheses (ideas)- possible explanation for the observation, or “educated” guess

3. Performing experiments (the test)- gathers new information to help decide

whether the hypothesis is valid

Scientific Method• “controlled” experiment- designed to

test the hypothesis

• only two possible answers:1) hypothesis is right

2) hypothesis is wrong

• We gather data and observations by doing the experiment

• Modify hypothesis - repeat the cycle

Scientific Method

• We deal with variables, or factors that can change. Two types:1) Manipulated variable (or independent

variable) is the one that we change

2) Responding variable (or dependent variable) is the one observed during the experiment

• For results to be accepted, the experiment needs to always produce the same result

Outcomes over the long term…

Outcomes over the long term…

• TheoryTheory (Model) (Model)

- - A set of A set of well-testedwell-tested hypotheses that give hypotheses that give an overall an overall explanationexplanation of some natural of some natural phenomenon – phenomenon – not able to be provednot able to be proved

• Natural LawNatural Law (or Scientific Law) (or Scientific Law)

- - The same observation applies to manyThe same observation applies to many different systems; different systems; summarizessummarizes results results

- - an example would be:an example would be:

the Law of Conservation of Massthe Law of Conservation of Mass

• TheoryTheory (Model) (Model)

- - A set of A set of well-testedwell-tested hypotheses that give hypotheses that give an overall an overall explanationexplanation of some natural of some natural phenomenon – phenomenon – not able to be provednot able to be proved

• Natural LawNatural Law (or Scientific Law) (or Scientific Law)

- - The same observation applies to manyThe same observation applies to many different systems; different systems; summarizessummarizes results results

- - an example would be:an example would be:

the Law of Conservation of Massthe Law of Conservation of Mass

Law vs. Theory

A law summarizes what has happened.A theory (model) is an attempt to explain why it happened – this changes as new information is gathered.

- Page 22

Using your senses to obtain information

Hypothesis is a proposed explanation; should be based on previous knowledge; an “educated” guess

The procedure that is used to test the hypothesis

A well-tested explanation for the observations; cannot be proven due to new discoveries

Tells what happened

Collaboration / CommunicationCollaboration / Communication

• When scientists share ideas by collaboration and communication, they increase the likelihood of a successful outcome

• Collaboration – Fig. 1.21, p. 24

• How is communication done?

• Is the Internet reliable information?– http://www.dhmo.org

• When scientists share ideas by collaboration and communication, they increase the likelihood of a successful outcome

• Collaboration – Fig. 1.21, p. 24

• How is communication done?

• Is the Internet reliable information?– http://www.dhmo.org

Section 1.4Problem Solving in Chemistry


• OBJECTIVES:

–Identify two general steps in problem solving.

• OBJECTIVES:

–Identify two general steps in problem solving.



• OBJECTIVES:

–Describe three steps for solving numeric problems.

• OBJECTIVES:

–Describe three steps for solving numeric problems.



• OBJECTIVES:

–Describe two steps for solving conceptual problems.

• OBJECTIVES:

–Describe two steps for solving conceptual problems.

Problem Solving in ChemistryProblem Solving in Chemistry

• We are faced with problems each day, and not just in chemistry

• A solution (answer) needs to be found

• Trial and Error may work sometimes?

• But, there is a method to problem solving that works better, and these are skills that no one is born knowing – they need to be learned.

• We are faced with problems each day, and not just in chemistry

• A solution (answer) needs to be found

• Trial and Error may work sometimes?

• But, there is a method to problem solving that works better, and these are skills that no one is born knowing – they need to be learned.

Problem Solving in ChemistryProblem Solving in Chemistry

• Effective problem solving usually involves two general steps:

1) Developing a plan2) Implementing that plan

• The skills you use to solve a word problem in chemistry are NOT different from those techniques used in shopping, cooking, or planning a party.

• Effective problem solving usually involves two general steps:

1) Developing a plan2) Implementing that plan

• The skills you use to solve a word problem in chemistry are NOT different from those techniques used in shopping, cooking, or planning a party.

Solving Numeric ProblemsSolving Numeric Problems

• Measurements are an important part of chemistry; thus many of our word problems involve use of mathmatics– Word problems are real life problems,

and sometimes more information is presented than needed for a solution

• Following skills presented will help you become more successful

• Measurements are an important part of chemistry; thus many of our word problems involve use of mathmatics– Word problems are real life problems,

and sometimes more information is presented than needed for a solution

• Following skills presented will help you become more successful


• The three steps we will use for solving a numeric word problem are:

1) Analyze

2) Calculate

3) Evaluate• The following slides tell the meaning

of these three steps in detail.

• The three steps we will use for solving a numeric word problem are:

1) Analyze

2) Calculate

3) Evaluate• The following slides tell the meaning

of these three steps in detail.

Let’s learn how

to ACE these numeric word problems!


1) Analyze: this is the starting point– Determine what are the known factors, and

write them down on your paper!– Determine what is the unknown. If it is a

number, determine the units needed– Plan how to relate these factors- choose an

equation; use table or graph

• This is the heart of successful problem solving techniques – it is the PLAN

1) Analyze: this is the starting point– Determine what are the known factors, and

write them down on your paper!– Determine what is the unknown. If it is a

number, determine the units needed– Plan how to relate these factors- choose an

equation; use table or graph

• This is the heart of successful problem solving techniques – it is the PLAN


2) Calculate: perform the mathematics– If your plan is correct, this is the

easiest step.

– Calculator used? Do it correctly!

– May involve rearranging an equation algebraically; or, doing some conversion of units to some other units.

2) Calculate: perform the mathematics– If your plan is correct, this is the

easiest step.

– Calculator used? Do it correctly!

– May involve rearranging an equation algebraically; or, doing some conversion of units to some other units.


3) Evaluate: – the finishing step– Is it reasonable? Make sense? Do an

estimate for the answer, and check your calculations.

– Need to round off the answer?

– Do you need scientific notation?

– Do you have the correct units?

– Did you answer the question?

3) Evaluate: – the finishing step– Is it reasonable? Make sense? Do an

estimate for the answer, and check your calculations.

– Need to round off the answer?

– Do you need scientific notation?

– Do you have the correct units?

– Did you answer the question?

Solving Conceptual ProblemsSolving Conceptual Problems

• Not all word problems in chemistry involve doing calculations

• Nonnumeric problems are called conceptual problems – ask you to apply concepts to a new situation

• Steps are:1) Analyze and 2) Solve

• Plan needed to link known to unknown, but no checking units or calculations

• Not all word problems in chemistry involve doing calculations

• Nonnumeric problems are called conceptual problems – ask you to apply concepts to a new situation

• Steps are:1) Analyze and 2) Solve

• Plan needed to link known to unknown, but no checking units or calculations

Documents

Chapter 1 “Introduction to Chemistry”. Section 1.1 Chemistry OBJECTIVES: –Identify five traditional areas of study in chemistry. OBJECTIVES: –Identify