3. Instructor: Elizabeth Dillon
Email: elizabethadillon@comcast.net
Office Hours: by appointment
Text: Chemistry, by Raymond Chang, 10th Edition, 2007, McGraw-Hill, Inc.
Student Solutions Manual by Brandon J. Cruickshank
Supplies you will need:
The texts.
A hand held calculator with square roots, log, ln and exponential numbers.
A notebook for class
The course in a nutshell: General Chemistry I is an intensive course
It is intended to give students a broad survey of the field of chemistry and to help
develop quantitative skills, familiarity with molecular structure and the periodic
table for the science student wishing on transferring to a four-year college.
Subjects covered include: atomic structure, chemical bonding acids and bases,
gasses, solids and liquids and properties of solutions.
CHEM-101-006RL
Spring 2012
Instructor’s addendum to the Course Syllabus
4. You must take responsibility for your own learning.
Your job as a student is to learn the concepts!
An active, responsible learner seeks not to limit what they
should know, but embraces and conceptually consumes as
much material as possible. Knowledge is power; arm your
self with it!
The Students Role in the Course
5. Instructors Role
As your instructor, I am here to guide your development
and suggest what skills and knowledge might be useful,---
much like a sports team coach. The game’s outcome
depends upon your skill, your level of effort and your
dedication to the course.
6. Achieving Success
Success in this class is directly proportional to the time
you put into attending lecture and lab, working
problems, and reading your notes and textbook.
Working problems and reading through notes and the
textbook every night will greatly aid in preparation for
tests and quizzes.
7. Practice Problems
Problems: Representative problems from each chapter can be found
in the Departmental Syllabus. Doing these problems is an important
part of the learning process because, what each problem is really
asking is; do you genuinely understand the concept? If you can do
these problems then you should understand the material. But, if you
do not, at least you have a built-in indicator that you should take
further steps to grasp the concept or concepts that you thought you
understood but really did not.
Because you must take responsibility for your own learning, the
problems are not to be handed in. They are a means for you to
monitor your understanding of the material, your ability to give clear
and lucid answers, and to apply all you have learned in a logical and
rational manner.
8. Class Information
Class meetings: Wednesday and Friday mornings 8:00am- 9:45am in
MAS 026.
In accordance with the Brookdale Student Conduct Code you have
the responsibility to conduct yourself in a mature manner at all times so as to
ensure an environment conducive to learning. You are expected to attend
class regularly and to arrive on time. Attendance will be taken by passing a
roll sheet around. If you are late, you are expected to enter the classroom
silently, take the first available seat and wait until after class to sign the roll
sheet.
Cell Phone Policy: When arriving to class please turn off your cell phone or
put it in vibrate mode. You should place all your belongings on the floor and
not on the desk when taking the exam.
9. Grading
In recent years, students have become increasingly focused on obtaining a certain
grade in the course. Please remember, GRADES ARE NOT GIVEN BY THE
INSTRUCTOR, THEY ARE EARNED BY THE STUDENT and are directly related to
the student’s level of understanding of the material. Focusing on the grade before
the learning is, shall we say, “putting the cart before the horse”. Just as the horse
cannot pull a cart placed in front of it, the student who focuses on his grade in lieu of
simply mastering the material will not achieve the desired result. It is therefore best to
focus on learning and understanding the material rather than obtaining a certain grade.
When you master the material the grade then follows!
10. Grading, continued…
Students are encouraged to read the popular press (newspapers and magazines) and
find, read, and study articles related to chemistry. Your lecture grade will be based on
your performance on four one hour examinations, worth 100 points each, a
minimum of 5 quizzes of which one will be dropped and one critique ( 100pts).
Exams are given during the last hour of class. Quizzes are given during the first
15 minutes of class or are take-home. There are no make-up quizzes/exams. If you
are absent (or are late for class) and miss an exam or a pop quiz, a grade of 0 will be
assigned.
I use the point system of grading. You can calculate your lecture grade at any time by
dividing the points you have earned over the total possible points to date and multiplying
by 100.
11. Grades
• Your course grade is determined as follows:
Lecture 80%
Lab 20%
Grades:
A = 92 – 100(Excellent Understanding of Material)
A- = 89 - 91.99(Very Good Plus Understanding of Material
B+ = 86 – 88.99(Very Good Understanding of Material)
B = 82 – 85.99(Good Understanding of Material)
B- = 79 – 81.99(Satisfactory Plus Plus Understanding of Material) C+
= 76 – 78.99(Satisfactory Plus Understanding of Material)
C = 70 – 75.99(Satisfactory Understanding of Material)
D = 65 - 69.99 (Marginal Understanding of the Material
F= 65 and below (Unsatisfactory Understanding of the Material)
• The CHEM-101 laboratory must be taken concurrently with the lecture. Laboratory
grades from a previous semester will not be accepted.
• Note: You have to pass the lab to pass the course.
12. Begging for Grades
As indicated above, if your average is at least 92, you have an A; at
least 86, a B+; at least 82, a B; at least 76, a C+ at least 70 a C, at
least 65 a D; and below 65 is an F. These grade cutoffs are absolute
-- for example, a 69.99 is a D, not a C. When transforming total
scores to letter grades, "close" does not count.
Please do not embarrass yourself and me by begging for extra
credit after final grades have been awarded. FINAL GRADES are
………. FINAL. Please remember that I grade your performance,
not your personal worth.
Most professors receive numerous "begging for points" emails shortly after final
grades are posted. When I receive such emails I simply discard them without
replying to them. This may seem rude, but it is rude to beg for points, especially
after I have clearly explained that such behavior is inappropriate and ineffective.
14. Chemistry is Important---
• It lies at the heart of :
• Our efforts to produce new materials to make
our lives easier and safer
• Our efforts to produce new sources of energy
that are abundant and non-polluting
• Our efforts to understand disease that
threatens us and our food supply
15. Chemistry is good for you….
• Even if your eventual career does not require
daily use of chemical principles
• Your life will be greatly influenced by your
time in chemistry class
• You will become a better problem solver
16. Chemistry has a reputation for being
tough.
• Chemistry deals with rather complicated
systems that require some effort to figure out
• This might seem like a disadvantage…..but can
be turned into an advantage!
17. •Recruiters for all types of companies maintain
that the first thing that they look for in a
prospective employee is the ability to solve
problems.
•We will spend a good deal of time solving
various types of problems using a systematic
logical approach that will serve you well in
solving any kind of problem in any field.
With this in mind, let us begin our……
18. Study of Chemistry
• Chemistry is defined as the science that deals with the materials of the
universe and the changes that these materials undergo
• More specifically chemistry deals with the composition, structure,
properties and reactions of matter, especially of atomic and molecular
systems.
• Chemistry is often called the “central science”
because most of the phenomena that occur in the world around us involve
chemical changes
19. Solving Problems using a Scientific
Approach
• One of the most important things we do on a
daily basis is to solve problems
• Most decisions you make every day can be
described as solving problems
20. Everyday Problems
• It’s 8:30 am Wednesday,
which is the best way to drive
to school to avoid traffic
congestion?
• You have 2 tests on Monday,
should you divide your study
time equally or allot more
time to one than the other?
• Your car stalls at a busy
intersection and your little
brother is with you. What
should you do next?
• What process do we use
to solve everyday
problems?
• Although you have
probably not thought
about it before, there are
several steps that almost
everyone uses to solve
problems
21. Solving Everyday Problems
• 1. Recognize the problem and state it clearly. Some information
becomes known or something happens that requires action.
• 2. Propose possible solutions to the problem or possible
explanations for the observation.
• 3. Decide which of the solutions is best or decide whether the
explanation proposed is reasonable.
---To do this we search our memory for any pertinent information or
we seek new information.
****Scientists (chemists) use the same procedure to study
what happens in the world around us.
22. Remember………….
• Science is not simply a set of facts. It is also a plan of
action a procedure for processing and understanding
certain types of information.
• Science is observation, identification, description,
experimental investigation, and theoretical
explanation of natural phenomena.
• The process that lies at the center of scientific
inquiry is the Scientific Method.
• The Scientific Method is not much different from
solving everyday problems
23. Solving Everyday Problems and The
Scientific Method
• 1. Recognize the problem and state it clearly. Some
information becomes known or something happens
that requires action. In science this is called an
observation.
• 2. Propose possible solutions to the problem or
possible explanations for the observation. In science
this is called a hypothesis
• 3. Decide which of the solutions is best or decide
whether the explanation proposed is reasonable. In
science we perform an experiment
24. Scientific Method
Involves 3 Steps:
1. Make observations:
Observations may be
qualitative or quantitative
2. Formulate Hypotheses:
A hypothesis is a possible
explanation for an
observation.
3. Perform experiments:
An experiment is something we
do to test the hypothesis.
Qualitative: do not involve a
number
ie. The sky is blue.
Water is a liquid
Quantitative: involve a number
and a unit. Are called measurements.
ie. Water boils at 100o
C.
This book weighs 4.5 lbs.
Through experiment we gather new
information that allows us to decide
whether the hypothesis is supported
by the new information we learned in
the experiment.
26. • To explain the behavior of a given part of
nature we repeat these steps many times
• Gradually we accumulate the knowledge
necessary to understand what is going on
• Once we have a set of hypotheses that agree
with our various observations we assemble
them into a theory that is often called a model
The Scientifc Method
27. A Theory
• Is a set of tested hypothesis that give an overall explanation
of some part of nature
• It is an interpretation ….a possible explanation of why nature
behaves in a particular way
***It is important to differentiate between an observation and
theory.
Remember:
-an observation is something that is witnessed and
can be recorded
-A theory is an interpretation (possible explanation) of why
nature behaves in a particular way
28. Scientists Never, Never, Ever…
• Stop asking questions just because they have
devised a theory that seems to account
satisfactorily for some aspect of natural
behavior
ie. The discussion can not be out on the Theory
of Global Warming!!
29. Scientists Always…..
• Continue doing experiments to refine their theories
• Theories (Models) are human inventions
• they represent our attempts to explain observed
natural behavior in terms of our human experiences
• We must continue to do experiments and refine our
theories to be consistent with new knowledge
• Theories are refined by making a prediction and then
doing an experiment to see if the results bear out this
prediction
31. Laws
• As we observe nature we often see that the same
observation applies to many different systems
• Generally observed behavior is formulated into a
statement called natural law
ie. Law of conservation of Mass- total weights of
materials is not affected by a chemical change
Law- summary of observed (measurable) behavior ….it
tells what happens
Theory- is an explanation of a behavior….it is our
attempt to explain why it happens
33. Important Points to Remember
• Science does not always progress smoothly and
efficiently
• Scientists are human:
- they have prejudices
- they misinterpret data
- they can become emotionally attached to
their theories and lose objectivity
-they play politics
• Science is affected by profit motives, budgets, fads,
wars and religious beliefs
The Scientific Method is only as effective as the
humans using it.
34. Matter
• The “stuff” of which the universe is composed
• Matter has 2 characteristics:
1. it has mass
2. it occupies space
• Mass has a variety of forms: the air we breathe, gas we put
into our cars, the chair you sit in, the sandwich you eat,
tissues in your brain that allow you to comprehend this
material
• Matter appears to be continuous and unbroken.
─ Matter is actually discontinuous. It is made up of tiny particles
called atoms
• The various forms of matter are called states
36. 3 States of Matter
1. Solid ie. Ice
cube, diamond , iron bar
2. Liquid
ie. Gasoline, water, alcohol, blood
3. Gaseous
ie. Hydrogen, helium, oxygen and the air we
breathe
37. SOLIDS
Shape • Definite - does not change. It is
independent of its container.
Volume • Definite
Particles • Particles are close together. They
cling rigidly to each other.
Compressibility • Very slight–less than liquids
and gases.
38. A solid can be either crystalline or amorphous. Which
one it is depends on the internal arrangement of the
particles that constitute the solid.
Amorphous: without shape or form.
39. LIQUIDS
• Not definite - assumes the shape of
its container.
Volume • Definite
Particles • Particles are close together.
• Particles are held together by strong
attractive forces. They stick firmly but
not rigidly to each other.
• They can move freely throughout the
volume of the liquid.
Shape
Compressibility • Very slight–greater than solids,
less than gases.
40. GASES
Shape • No fixed shape.
Volume • Indefinite.
Particles • Particles are far apart compared to
liquids and solids.
• Particles move independently of
each other.
41. GASES
Compressibility • The actual volume of the gas
particles is small compared to
the volume of space occupied
by the gas.
– Because of this a gas can be
compressed into a very small
volume or expanded almost
indefinitely.
43. Matter refers to all of the materials that
make up the universe.
44. ***Both Homogeneous and Heterogeneous mixtures can be separated
by physical means into pure substances
*** Compounds can be changed into elements by chemical means
45. Pure Substances
■ Matter that has a fixed composition and
distinct properties.
- always the same composition
- pure substances are always homogeneous
Examples
ammonia, water, and oxygen.
46. Elements
• cannot be broken down into other substances
by chemical means
• can be found in the free state or the
combined state with other elements
Examples
Fe, Al, O2, H2
47. Compounds
• substance composed of elements that can be
broken down into those elements by chemical
means
• always have the same combination of atoms
Examples
H2O, FeS
48. Homogenous Matter
• Matter that is uniform in appearance and with
uniform properties throughout
ice, soda, pure gold
Examples
49. Heterogeneous Matter
• Matter with two or more physically distinct
phases present.
Examples
ice and water, wood, blood
51. Phase
• A homogenous part of a system separated
from other parts by physical boundaries.
In an ice water mixture, ice is the solid phase
and water is the liquid phase.
Examples
52. Mixtures
• Matter containing 2 or more substances that
are present in variable amounts.
• Mixtures are variable in composition. They
can be homogeneous or heterogeneous
Examples
Wine, coffee, wood
53. Homogeneous Mixture (Solution)
• A homogeneous mixture of 2 or more
substances.
• It has one phase.
Examples
Sugar and water. Before the sugar and water are mixed, each is a separate
phase. After mixing the sugar is evenly dispersed throughout the volume of
the water. Also air, salt water and brass.
54. Heterogeneous Mixture
■ A heterogeneous mixture consists of 2 or more
phases.
• Contains regions that have different properties
Examples
Chocolate chip cookie, sand water, mud water or
sugar and fine white sand. The amount of sugar
relative to sand can be varied. The sugar and
sand each retain their own properties.
55. Heterogeneous Mixture
of One Substance
■ A pure substance can exist as different phases in
a heterogeneous system.
Ice floating in water consists of two phases and
one substance. Ice is one phase, and water is
the other phase. The substance in both cases is
the same.
Examples
56. System
The body of matter under consideration.
Examples
In an ice water mixture, ice is the solid
phase and water is the liquid phase. The
system is the ice and water together.
57. Physical Methods of Separation
• Distillation- means of
separating 2 liquids or a
liquid from a dissolved solid
- uses differences in boiling
points
-involves vaporization and
condensation of the
liquid/liquids
• Filtration- used to separate a
liquid from an insoluble solid
58. Measurements in Chemistry
• As you learned in our discussion on the Scientific
Method, observations can be qualitative or
quantitative
• Quantitative observations are called measurements
• Measurements have two parts:
1. a number
2. a unit
both parts are necessary to make a measurement
meaningful
59. I saw a bug 5 long!
• The above statement is meaningless as is.
• 5 what?
• If it is 5 mm it is small
• If it is 5 cm it is large
• If it is 5m run for cover!
Unit is important, because it tells us
the scale being used
60. Form of a Measurement
70.0 kilograms = 154 pounds
numerical value
unit
61. Formulating some questions
• How reliable are the numbers in a measurement?
• How reliable is a measurement that results from
mathematical operations?
• How can we conveniently express very large and very
small numbers?
• What units do we need to express dimensions, mass
and volume?
• How can we convert between related units of
measurement?
62. Scientific Notation
• The numbers associated with scientific
measurements are often very large or very
small
602200000000000000000000
0.00000000000000000000625
• Very large and very small numbers like these
are awkward and difficult to work with.
63. Scientific Notation
• Scientific Notation is a method for making very
large or very small numbers more compact and
easier to write
6.022 x 1023
6.25 x 10-21
64. Scientific Notation
• Expresses a number as a product of a number
between 1 and 10 and the appropriate power of 10
• To determine the power of 10:
- start with the number being represented and
count the number of decimal places the decimal
point must be moved to obtain a number between
1 and 10
- when the decimal is moved to the left the
exponent of 10 is positive
- when the decimal is moved to the right the
exponent of 10 is negative
65. Write 6419 in scientific
notation.
64196419.641.9x101
64.19x102
6.419 x 103
decimal after
first nonzero
digit
power of 10
66. Write 0.000654 in scientific
notation.
0.0006540.00654 x 10-1
0.0654 x 10-2
0.654 x 10-3
6.54 x 10-4
decimal after
first nonzero
digit
power of 10
67. Scientific notation and calculators
• We write scientific notation as
6.03 × 1023
• Calculators handle scientific notation by only
inputting the exponent, using an EXP or EE key
• You should enter the mantissa (number
between 1 and 10) as you would for a regular
number, then press EXP or EE, then enter the
exponent
69. Features of Measured Quantities
• When we measure a number, there are
physical constraints to the measurement
• Instruments and scientists are not perfect, so
the measurement is not perfect (i. e., it has
error)
• The error in the measurement is related to the
accuracy and the precision of the
measurement
70. Accuracy and Precision
• Accuracy – how close the measurement is to
the “true” value (of course we have to know
what the “true” value is)
• Precision - the degree to which the
measurement is reproducible
• We express precision through how we write
the number using significant digits
72. Significant digits or figures
• Significant digit – a digit that is either reliably
known or estimated
• We write numbers with digits, and assume
that the last digit is uncertain
• For example, in the number 1.23, there are
three significant digits, and we assume that
the last digit, the 3, is uncertain
73. Significant Figures
• The number of digits that are known plus one
estimated digit are considered significant in a
measured quantity
estimated5.16143
known
