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Engineering to Chemistry

Mr. SUBRAT KUMAR PATTNAIK

ASST. PROFESSOR

GANDHI INSTITUTE FOR EDUCATION AND TECHNOLOGY BHUBANESWAR

“CHEMISTRY IS THE SCIENCE OF CHANGE. It looks at all the different kinds of substances and how they interact with each other. It is going on all around us all the time, as well as in the scientific laboratory and in the chemical industry. People in widely differing walks of life use chemistry everyday – the doctor and the chef, the farmer and the builder. Chemistry comes to the aid of the manufacturer of food, and also to the brewer and wine maker. The technician in the hospital laboratory uses chemistry to check for infections in blood samples. The forensic scientists uses chemistry to solve crimes. In agriculture, chemistry is used to increase the yields of crops and to control many pests. Chemicals keep the water supply safe and swimming pools clean. One of the largest industries in the world is the petrochemical industry – this industry is mainly associated with gasoline and the chemicals that come from crude oil. Drugs, synthetic dyes, plastics, and fabrics are produced by chemical means from nature’s raw materials.”

Eyewitness Science “Chemistry” , Dr. Ann Newmark, DK Publishing, Inc., 1993, pg 6

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Chemistry is the study of matter and the transformations it can undergo…

Image courtesy: www.uwf.edu/chemistry/

Introduction to Chemistry

1. What is chemistry?

2. What are the four parts of the scientific method?

3. What is a control experiment?

4. Describe the three types of variables.

5. Compare laws, theories, and hypotheses.

6. What is the only way to prove a hypothesis true?

7. Why do laws and theories evolve?

8. What is the last step of solving any problem?

9. What is measurement?

10. What is a dimension?

11. What is a unit?

12. What is the difference between fundamental and derived units?

13. Why is the standard for mass, in the SI, unique?

14. What is the difference between mass and moles?

15. Is density a fundamental or derived unit?

16. How is a conversion factor made?

17. How is one unit converted to another?

18. What is precision?

19. What do the significant figures of a measurement indicate?

20. In what situation are trailing zeros always significant.

21. Numbers in scientific notation have the basic form A x10^B. What is the range of A?

22. What kind of number will have a negative B?

23. Why do scientists use graphs?

24. What variables go on which of the axes of a graph?

25. How do direct and inverse relationships differ?

26. Describe the graph of a direct linear relationship.

27. Describe the graph of an inverse parabolic relationship.

28. What is the slope of a horizontal line?

29. In an experiment the independent variable does not change. What is the slope of the graph?

30. During a lab experiment the temperature of the gas in a balloon is varied and the volume is measured.

Which of the two variables will be graphed on the horizontal axis and which will be graphed on the vertical axis?

31. What kind of relationship exists between P and z in this equation? P = mv/z²

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…Matter is anything that occupies space.

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…Matter is anything that occupies space.

Chemistry

with a

Purpose

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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

*

Ω

N

7

C

6

H

1

S

16

Ir

77

O

8

N

7

Mn

25

e

<

The Human Element

Interactive Periodic Table

A periodic table by itself is not that interesting. It is when we add the "human element", i.e. you and me, that chemistry becomes interesting.

And just like that, the laws of chemistry change. A world that includes the Human Element, along with hydrogen, oxygen and other elements, is a very different world indeed. Suddenly, chemistry is put to work solving human problems. Bonds are formed between aspirations and commitments. And the energy released from reactions fuels a boundless spirit that will make the planet a safer, cleaner, more comfortable place for generations to come. A world that welcomes change is about to meet the element of change: the Human Element.

By itself, a human body is worth very little (perhaps $5.00 as elements). When we look at the incredible enzymes and hormones in the body we can see we are worth ~millions of dollars.

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Natural Science

Physical Science

Earth and Space Science

Life 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

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Table of Contents�‘Introduction to Chemistry’

IntroductionIntroduction / 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)

Click on a selected topic to see the slides for that section of this unit titled 'Introduction to Chemistry‘

What you should learn:

How do we know what is true?

What does it mean to be "clinically proven"?

How do we avoid lab hazards?

What do we do if there's an emergency in the lab?

More Specifically...:

Experiment Design

Identify the following variables in an experiment

a. Independent (manipulated)

b. Dependent (measured)

c. Controlled (constant)

Design and perform experiments to test predictions

a. A hypothesis that is based on observation and research

b. Detailed Procedure

c. Controlled trial

d. Repeated trials

e. Identified variables and methods of measurement

Demonstrate precision (reproducibility) in measurement through the use of repeated trials

Data Measurement and Manipulation

Select appropriate systems of measurement

Classify measurements as accurate and/or precise.

Use dimension analysis to convert quantities from one metric unit to another, and also between metric and English units.

Determine the mean of a set of measurements

Use SI system of measurement

a. Identify the base units of the SI system including: seconds, grams, meters

b. know most frequently used SI prefixes and their values (milli-, centi-, deci-, kilo-).

Identify derived quantities and give the corresponding combination of base units.

Read a measurement from a graduated scale, stating measured digits plus the estimated digit.

Report the degree of uncertainty of a measurement

Determine the significant digits in a recorded measurement, and carry out mathematical operations using these measurements with answers rounded off to the correct number of significant digits.

Report very large and very small numbers in scientific notation

Perform mathematical operations on numbers in scientific notation

Use data collected to calculate percent error.

Lab Safety and Techniques

Identify, locate, and know how to use laboratory safety equipment including aprons, goggles, gloves, fire extinguishers, fire blanket, safety shower, eye wash, broken glass container, and fume hood.

Decide which safety and emergency procedures to follow in case of particular accidents including fires and hazardous material spills.

Demonstrate the following basic lab techniques: using analytical balance (tare), obtaining chemicals without contamination, filtering, decanting, using chromatography, lighting gas burners.

Identify basic laboratory equipment including beaker, flask, graduated cylinder, test tube, test tube rack, test tube holder, ring stand, wire gauze, clay triangle, crucible with lid, evaporation dish, watch glass, wash bottle, and dropping pipette.

Use Material Safety Data Sheet (MSDS) warnings, to find the following information: handling, lethal dose (LD), hazards, disposal, and chemical spill cleanup.

Demonstrate proper methods for carrying and moving chemicals and equipment.

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Lecture Outline – Intro. to Chemistry

Keys

Lecture Outline – Introduction to Chemistry

Lecture Outline – Lecture Outline – Introduction to Chemistry

student notes outline

textbook questions

http://www.unit5.org/chemistry/intro.html

textbook questions

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Intro to Chemistry

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World of Chemistry�The Annenberg Film Series

Episode 1 – World of Chemistry

VIDEO ON DEMAND

The world of chemistry is introduced by providing highlights of key sequences and themes from

programs in the series. The relationships of chemistry to the other sciences and to everyday life

are presented.

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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

Fable: 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)).

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.”

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“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

Fable: 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)).

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.”

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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

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The Six Levels �of Thought

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

“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

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Food Elements Removed�from the soil by various plants

Corn

Hay

Wheat

Cotton

Oats

Potatoes

Tobacco

30

20

10

Pounds Per Acre

Nitrogen

Phosphorus

Potassium

Calcium

Magnesium

Sulfur

Jaffe, New World of Chemistry, 1955, page 468

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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

Medium

acid

Slightly

acid

Very Slightly

acid

Very Slightly

alkaline

Slightly

alkaline

Medium

alkaline

Acidity / Alkalinity (pH)

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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!

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You’ve Finally Met Your Match

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Dual �Perceptions

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Dual �Perceptions

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Stack of Blocks

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A Colorful Demonstration: The Remsen Reaction

Click to see

VIDEO

Ira Remson (1846 - 1927) is renowned as one of the most influential American chemists and educators in the 19th century.

Demonstration can be found at www.unit5.org/chemistry/

Metallic Copper + Concentrated Nitric Acid I adapted this lecture experiment from the "Coin-Operated Reaction" developed by Ron Perkins. I have made video records of a few lecture demonstrations, not to replace doing them in class, but rather so students can go back and review the experiments later in the year.��I wanted an interesting system with which to make observations on the first day of class. I also wanted to give students an opportunity to explain what they saw in a logical manner. This system is rich with ideas such as gas laws, air pressure, complex ions, oxidizing acids, oxidation reduction, and gas solubility in water.��What You Do...

To a 500 mL Florence flask, add about 50 mL of concentrated nitric acid. Place a coil of copper wire into the acid and stopper with a one-holed rubber stopper fitted with a long tube. The end of the tube is placed into a large container filled with water. (I use a plastic aquarium.)[1] �As soon as the CuO contacts the HNO₃(conc) the red-brown NO₂(g) forms.

What You See...

Many changes occur during this demonstration. When the copper wire (or use two pre-1982 pennies) is added to the colorless nitric acid, the solution turns green and a large amount of red-brown gas is formed. The air being displaced by the gas formation can be seen bubbling through the water. The flask gets VERY warm. When enough gas is formed, it bubbles through the water (keep the liquid stirred so most of it will dissolve. The gas that makes it to the top is noxious. �When the water siphons back into the flask, the blue Cu(H₂O)₄²⁺ forms.

Later...

The gas in the flask begins to cool and therefore contracts. (I am reading my Ira Remsen story and allow students to notice the change.) As the pressure inside the flask decreases, the outside air pressure begins to push the water back toward the original flask. In addition, the red-brown gas dissolves in the water. Eventually, the water rushes into the flask, the solution turns characteristic blue, and the red-brown gas disappears as it is dissolved.

The Set Up...

Equipment:

500 mL Florence flask

ring stand

large ring placed below the flask

small ring that fits over the neck of the flask

one-hole rubber stopper

60 cm glass tubing

large container of water

The glass tube is bent in such a way as to connect the top of the flask with the bottom of the water container. The water in the container can be stirred by hand or with a magnetic stirrer. It needs to be stirred, however, or else the NO2 gas collects above the liquid (as it did when I took this picture...whew!).

The Chemistry...

Oxidation of copper metal with a strong oxidizing agent, conc. nitric acid.

In a classic experiment, copper metal is turned into copper (II) ion while the nitrogen (V) in the nitrate ion becomes nitrogen (IV) in the nitrogen dioxide gas. ��

Charles' Law

As the temperature from the reaction warms the gas, it expands. Later, as it cools, the gas contracts. ��

Nonmetal oxides are acid anhydrides (also link to acid rain)

Although the nitrogen dioxide gas is noxious and toxic, it dissolves readily in water and make the solution acidic. This can be shown by adding a little indicator to the water and making the water slightly basic before the copper is added to the acid. ��

Air pressure

As the pressure in the flask is decreased as it cools, the outside pressure pushes the water up the tubing toward the flask. The nitrogen dioxide gas is not pulling the water in. ��

Descriptive chemistry--copper solutions are green and blue

The colored solutions come from complexes of copper (II) ion in solution. Aqueous copper ion is blue, Cu(H₂O)₄²⁺ The green must be copper surrounded by nitrates(?)

Discussion...

THE CHEMISTRY LABORATORY: A LESSON IN SAFETY

About 100 years ago, the Chairperson of the Chemistry Department at Johns Hopkins University, and one of the pioneers of chemical education in America, Ira Remsen, wrote the following:

(During this demonstration I read the reminiscence by Ira Remson quoted in Bassam Shakhashiri's demonstration book.[2])

While reading a textbook of chemistry I came upon the statement, "nitric acid acts upon copper." I was getting tired of reading such absurd stuff and I was determined to see what this meant. Copper was more or less familiar to me, for copper cents were then in use. I had seen a bottle marked nitric acid on a table in the doctor's office where I was then "doing time." I did not know its peculiarities, but the spirit of adventure was upon me. Having nitric acid and copper, I had only to learn what the words "act upon" meant. The statement "nitric acid acts upon copper" would be more than mere words.

All was still. In the interest of knowledge I was even willing to sacrifice one of the few copper cents then in my possession. I put one of them on the table, opened the bottle marked nitric acid, poured some of the liquid on the copper and prepared to make an observation. But what was this wonderful thing which I beheld? The cent was already changed and it was no small change either. A green-blue liquid foamed and fumed over the cent and over the table. The air in the neighborhood of the performance became colored dark red. A great colored cloud arose. This was disagreeable and suffocating. How should I stop this?

I tried to get rid of the objectionable mess by picking it up and throwing it out of the window. I learned another fact. Nitric acid not only acts upon copper, but it acts upon fingers. The pain led to another unpremeditated experiment. I drew my fingers across my trousers and another fact was discovered. Nitric acid acts upon trousers. Taking everything into consideration, that was the most impressive experiment and relatively probably the most costly experiment I have ever performed... It was a revelation to me. It resulted in a desire on my part to learn more about that remarkable kind of action. Plainly, the only way to learn about it was to see its results, to experiment, to work in a laboratory.[3]

The description above is very amusing and expresses an enthusiasm for chemistry that we all should strive for. Ira Remsen also recognized the vital importance of the laboratory experience in chemistry. However, he was very fortunate that this particular experiment did not have dire consequences. Experiments should never be conducted using the methods described. List all the violations of good safety practice in the experiment described by Ira Remsen and suggest some safer approaches to finding out what was meant by the words "acts upon".

Safety and Disposal...

The solution is highly acidic. I pour it out into a large beaker or battery jar and add excess sodium carbonate. The carbon dioxide bubbles indicate neutralization and the resulting copper carbonate precipitate is filtered, placed in a baggie and thrown away. The neutralized filtrate can be disposed of as you would any simple salt solution. Procedures may vary from location to location.

References: �

[1] This demonstration is based on one shown by Ron Perkins called the "Coin Operated Demonstration"

[2] Shakhishiri, B.Z. "Chemical Demonstrations Volume 1--A Handbook for Teachers of Chemistry"; The University of Wisconsin Press: Madison, Wisconsin, 1983

[3] Getman, F.H. "The Life of Ira Remsem"; Journal of Chemical Education: Easton, Pennsylvania, 1940; pp9-10.