# CHAPTER 4 DIMENSIONAL ANALYSIS

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1 CHAPTER 4 DIMENSIONAL ANALYSIS 1. DIMENSIONAL ANALYSIS Dimensional analysis, which is also known as the factor label method or unit conversion method, is an extremely important tool in the field of chemistry. In a college setting, a lot of professors do not take the time to explain dimensional analysis and it is often assumed that students already know how to use it. Without having a strong and clear understanding of dimensional analysis, as well as how to use it, students often find themselves struggling when attempting to solve a problem involving unit conversions. The whole point to dimensional analysis is to convert given values into different units of measure. When converting between units it is important to change the units without changing the value of the number. The way that this is accomplished is by multiplying our given value by fractions which are equal to 1. As we know, when a quantity is multiplied by 1, the quantity remains unchanged. By having an equivalent value in the numerator and denominator of a fraction, the overall fraction is equal to 1 and the amount of the original value is preserved. However, the units will change by this approach, which is exactly what we want! Normally the fractions that we use in dimensional analysis are called conversion factors. Lets first talk about the kids of conversion factors we can use, and then look at how to do some examples of dimensional analysis conversions. 1a. Conversion factors for different units In general chemistry you typically will not see too many questions that ask for a straight unit conversion. However, it is important to have a general understanding of the conversion factors so that you can use them if you need to convert between units within a much larger chemistry problem. There are many conversion factors that students often memorize but never usually come up on a test or quiz. The conversion factors that usually appear the most, and that I suggest you commit to memory are the following: 1 ft = 12 in 1 yd = 3 ft 1 mi = 5280 ft 1 in = 2.54 cm 1 atm = 760 torr (we will see this a lot in gas laws chapter) 1 cal = J (we will see this a lot in thermochemistry chapter) 1 cm 3 = 1 ml (This one converts between units of volume, and is used very often) 1 kg = 2.21 lb

2 **Note: It is very important to check with your instructor if a list will be supplied. Some professors do supply tables of conversions, and this will save you time in an exam. So make sure to ask your instructor if they will do this! 1b. Conversion factors for metric units Other than the conversions that were just previously noted, another set of conversions that are very important in chemistry are conversions within the metric system. An example would be converting from meters to centimeters. The easiest way to approach these is to keep in mind that the metric system of units is based on powers of ten; so all you have to do when converting metric units is simply move the decimal place. In order to know which direction to move the decimal place, as well as how many places it should be moved, I devised a phonemic device to remember how to convert within the metric system. To use this device, first you need to memorize the following phrase: King Henry Doesn t Mind discussing church matters. This should help you recall the order of the metric prefixes: namely Kilo, Hecto, Deca, Meter, deci, centi, milli. To use this in practice, all you have to do is note which prefix you are starting with and which one you need to convert into. Then, for every letter you move towards the prefix you are converting to, that s how many decimal places you move! For instance, if you want to convert from kilometers to meters, you start with you the phonemic device underlining the two prefixes that you are interested in: K H D M D C M Next, you count the amount of letters you are passing including the letter that you are stopping with. In this particular example we are moving three places to the right. So start with 1 kilometer then move the decimal point of the 1 three places to the right. This will give you 1000, so this means that 1 kilometer is equal to 1000 meters! This works with any unit conversion within the metric system and becomes particularly important with dimensional analysis. One last thing to keep in mind about metric conversions is that the smaller number always goes with the bigger unit. Meaning, we know that there is a difference between 3 decimal places between kilo and meter but some people get confused as to which number goes with which unit. The smaller number always goes with the bigger unit (kilo) and the bigger number always goes with the smaller unit (meter). This is why there is 1 kilometer in 1000 meters and not the other way around.

3 1c. Using conversion factors to convert between units Suppose we have to convert 95 meters into miles. Let s see how to do this in detail, using dimensional analysis. When using dimensional analysis, we need to find conversion factors that relate the unit we start with to the one that we want. However, if we can t find one directly, we will need to take multiple steps to accomplish this. Working backwards from the unit that we want to get to is an excellent approach in situations where a path between units is not completely apparent. So, in the above example where we have to convert 95 meters to miles, the first thing you want to ask yourself is what unit, based on the table of conversions given earlier, could get us to miles? The answer to this question would be feet. But in order to get to feet we then see that we would need inches. Then, to get to inches we know we would need centimeters. Since we are starting with meters we could simply first go from meters to centimeters and then follow the path that we just outlined. If it helps, try writing out the path from one unit to another using backwards arrows: meters centimeters inches feet miles Once you identify the path to use between the two units, you next arrange one or more a conversion factors in such a way that each added will cancel the unit that comes before it. In this example, since we are starting with meters, we then want to convert first from meters to centimeters, so we use the conversion factor 1m = 100 cm (remember King Henry?!). To do this, turn 1 m = 100 cm into a fraction, and arrange it so the unit that is given (meters) will cancel, and the next unit (centimeters) will take its place when multiplied together. Remember that when we multiply fractions the numerator in the first will cancel the denominator in the second. The following shows this first step: 95m 100cm 1m Now, we are left with centimeters after meters cancels. Thinking back to our path, we next want to go from centimeters to inches. We can do this using 1 in = 2.54 cm. We will again cancel the existing unit (cm) by putting that unit in the denominator, and the new unit in the numerator. The following is an illustration of the second step: 95 m 100 cm 1m 1in 2.54 cm Next, we are left with inches and we need to get to feet. Inches will be put in the denominator to cancel inches in the numerator of the previous step. We then use the conversion factor 12 in = 1 ft to complete the third step:

4 95 m 100 cm 1m 1in 2.54 cm 1ft 12 in Lastly, we are left with feet and need to get to miles. Feet will be put in the denominator to cancel feet in the numerator of the previous step. We will then convert to miles where we will be left with our desired unit as shown in the last step: 95 m 100 cm 1m 1in 2.54cm 1ft 12 in 1mi 5280 ft Now that we are left with the unit that we are looking for, all we need to do is the math. The way to go about calculating the answer is by multiplying all the numbers in the numerators and then dividing that quantity by all the numbers multiplied in the denominators. The way that this should be plugged into the calculator is, (95x100x1x1x1)/(1x2.54x12x5280) and you will get an answer of miles: 95 m 100 cm 1in 1ft 1mi m = 2.54 cm 12 in 5280 ft mi 1c: Approaching conversions with multiple units at a time Once you have mastered dimensional analysis, you will be able to handle even more complicated conversions, such as ones that involve two different units that need to be converted. A typical example of this would be to convert between meters/second to miles/hour. You do this the exact same way; just handle one unit at a time. First take care of converting meters to miles and once that is complete, continue with converting seconds to hours. This is shown in the following example that converts 36m/s to mi/hr: 36m 100cm 1in 1ft 1mi 60s 60min = 1s 1m 2.54cm 12in 5280ft 1min 1hr SUMMARY 81mi hr As you can see dimensional analysis is not as scary as it appears. It provides for a very straightforward approach to convert between units. A lot of people like to steer clear of dimensional analysis as much as possible, but I highly recommend using it wherever possible. By using dimensional analysis you will have a very neat, organized, and guaranteed approach to solving chemistry questions. Your entire math is right there in one easy step without having it all over the page in multiple step calculations. Also, by using dimensional analysis you will be able to check that all of the units cancel and that the only unit left is the unit in your final answer.

5 2. SIGNIFICANT FIGURES Significant figures is a term that many students hate hearing. Significant figures also referred to as sig figs, are the very reason why students don t earn full marks on their tests and quizzes even when their answers are otherwise fully correct. You might ask yourself, how can an instructor take off points for a correct answer? Well, if your answer does not contain the correct amount of significant figures then the instructor reserves the right to do so. (Remember however you should check before each test with your instructor exactly what their policies are on this point. It is your right to do so!) Significant figures address the issue of uncertainty. Each measurement that we make has a certain amount of uncertainty associated with it. The last digit in every number is the one that contains the uncertainty. The total significant figures in a measurement tell us how certain we are of a particular number. The example that I always like to use is the amount of time it takes me to walk to the library. If I tell you that I am a 5 minute walk away from the library that leaves a lot of room for question. Do I really mean that I am slightly less than a 5 minute walk, such as about 4.5 minutes, or do I mean I am slightly above a 5 minute walk/ such as about 5.5 minutes? In other words, by just saying the number 5, it leaves a lot of room for interpretation. Now, let s say instead of saying 5 minutes I had said 5.00 minutes. By saying 5.00 now we are confident I am pretty much exactly five minutes away, with far less room for uncertainty. And this in tur is because the number 5.00 is a much more precise number than just 5, because it contains three significant figures as opposed to just one (see next section). Now understanding the correlation between sig figs and uncertainty, we should examine the rules for determining how many sig figs there are in a number. This next section will not only lay out the exact rules that you need to know to determine the sig figs correctly, but will also explain why we use such a system in the first place. 2a: Rules for determining significant figures When determining if a digit is significant or not, you have to ask yourself whether or not that particular digit leads to a more precise number. Does the digit help improve the certainty of the number, or does it just act as a place holder? The following are the rules that you must use to determine the number of significant figures in a number: 1. All non-zero digits are significant Example: 534 contains 3 significant figures 2. Zeros between two non-zero digits are significant Example: 103 contains 3 significant figures

6 3. Place holder zeros are NEVER significant Example: contains 1 significant figure 4. Trailing zeros are significant in numbers less than 1 Example: contains 5 significant figures 5. Trailing zeros are not significant in numbers WITHOUT a decimal point at the end Example: 1000 contains 1 significant figure 6. Trailing zeros are significant in numbers if a decimal IS present at the end Example: contains 4 significant figures When generalizing the rules, the hardest part is remembering which zeros are significant and which are not. Thinking in terms of whether a particular zero contributes to a more precise number will help you in your determination. When you think about it, the zeros in the number do not tell us anything about how confident we are about that number, they simply serve as place holders that tell us that the value is 4 thousandths of what is being measured, as opposed to hundredths or tenths. However, the zeros in.4500 are serving to tell us that we have 4 tenths, 5 hundreds, zero thousandths and zero ten-thousandths: so we are much more confident in the accuracy of this reading In other words, these zeros ARE significant. The same holds true for the zeros in numbers greater than one. The number 1000 only has 1 significant figure when there is no decimal point at the end of the number. But by putting a decimal at the end we make clear that we are talking about exactly If the decimal point is not there, the zeros are essentially serving as place holders, stating that the number is measured in the thousands. 2b: Significant figures in calculations Being able to correctly count sig figs is only half the battle. The other half is determining how many sig figs your answer should have. The rules for this depend on the math operation that you are dealing with. In all math operations, our answer can only be as precise as the number with the least precision in our calculation. In other words, if we are multiplying two quantities together, and one of the numbers had 20 significant figures but the other number only had 2, then our answer can only have two. We can only be as certain as our most uncertain number. An analogy that I like to give for this is that a team can only be as strong as its weakest member.

7 Adding and Subtracting In adding and subtracting we focus on the amount of decimal places in the numbers we are adding or subtracting. The number with the least amount of decimal places limits the amount of decimal places our answer should have. Example: decimal places decimal place decimal place only, since the 2 nd value had only 1 decimal place Multiplying and Dividing In multiplying and dividing we focus on the total amount of significant figures in the numbers we are multiplying and dividing. The number with the least amount of significant figures limits how many significant figures our answer should have. Example: x significant figures.0034_ 2 significant figures significant figures, since the 2 nd value had only 2 sig figs Combination of Adding and Subtracting with Multiplying and Dividing On tests, instructors really like asking questions that involve both rules at the same time. In cases like this, it is important to only do one operation at a time. Do each operation one at a time applying the rules for that specific operation, and keep reducing the expression all the way down to a single number. An example of this is illustrated in the one below: ( )( ) (6.83 x 10 )(6.100) (15.0)(8.32) (4170) (125) (4170) = = = As you can see, each operation is handled one at a time being very careful not to intermix the two different rules for the two different operations. The reason for this is because adding and subtracting focuses on decimal places and multiplying and dividing focuses on significant figures. For this reason we cannot just plug the entire expression into the calculator and then just look at each of the original numbers. The reason why our final answer has 3 sig figs is because after following the rules for each operation we were left with a 3 significant figure number divided by a 4 significant figure number.

8 Another important point to note is the number 6.83 x This number is written in what is called scientific notation. The way to handle numbers written like this is to ignore the number 10 and its exponent when assessing significant figures and decimal places. Do not count the number 10 or the digits of the exponent as significant figures. Rounding and the use of a calculator Although calculators might very well be the best thing that has ever happened to you, they can sometimes be your worst nightmare if not treated properly. When you type expressions into the calculator, the calculator spits out an answer without thinking. It is your job to know how many digits in read out you should write down as your final answer. For instance, know you need three significant digits in your answer, but your calculator might spit out 8. You must then stop that number at three significant digits by rounding at the last digit. The normal rounding rules that you have learned back in elementary school apply. If the number to the right is lower than 5 you round down, and greater than or equal to 5 you round up. Please refer to the following example: x significant figures 2.10_ 3 significant figures Calculator readout: Answer has 5 significant figures but needs 3 Rounding: digit to the right is greater than or equal to 5 Final answer: 392 SUMMARY Remember that significant figures are digits that have a direct impact on increasing the certainty of a number. Final answers can only be as certain as the number with the least amount of certainty in the starting values. Do not trust your calculator read out and be sure to follow the correct rules of rounding to obtain your final answer with the correct significant figures.

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