1 CHEMISTRY PAST, PRESENT, AND FUTURE J. J. Lagowski Department of Chemistry and Biochemistry, University of Texas at Austin, USA Keywords: Amino acid, amyloid, cancer, carbohydrate, catalyst, cell, cofactor, DNA, DNA fingerprinting, drug, enzyme, epigenetic, exon, fat, gene, gene expression, intron, isozyme, lipid, metabolism, microarray, mutation, natural clock, northern blot. nucleotide, origin of life, protein, protein structure, regulation, ribosome, RNA, RNA world, Southern blot, sugar, transcription, translation, western blot. Contents 1. Introduction 1.1. The Central Science 2. Chemistry Past 2.1. Metals and Alloys 2.2. Glass 2.3. Pigments 2.4. Drugs and Chemotherapeutic Agents 3. Chemistry Present 3.1. Engineering 3.2. Industrial Chemistry 3.3. Biology 3.4. Green Chemistry 3.5. Environmental Chemistry 3.6. Sustainable Development 4. Chemistry Future 4.1. Energy 4.2. The Environment 4.3. Food 4.4. Health 4.5. Materials 5. Transitions to the Future Knowledge in Depth Glossary Bibliography Summary Chemistry is a science, the principles of which are central to understanding all phenomena at a molecular level. Many of the other science disciplines, and the technology-oriented disciplines engineering also deal with the things of the world, from advanced composites that find potential use in internal combustion engines to body functions, including thought processes as well as the thoughts themselves. Thus, understanding in such diverse fields of human endeavor, ultimately, rests on the application of fundamental chemical ideas associated with the properties of molecules.
2 Historically, chemistry and humanity have existed in a symbiotic relationship because of the perceived societal usefulness of the subject. Initially, when the principles of chemistry were unknown, the chemical arts were primarily used to benefit the ruling classes, e.g. in the development of decorative items, which represented a relatively small fraction of humanity. But chemistry slowly, then rapidly, became an important, if invisible, component of a widening circle of humanity until now, when we find that the results of the application of chemistry are pervasive in our global society. It is safe to say that there is no single person on earth that is not or cannot be affected by the application of chemical ideas. The worldwide need for energy, food, and materials to make things from machines to bone-compatible substances, and health needs are all affected by the careful and clever applications of core chemical ideas. The widespread societal needs in these areas of human activity have engendered an important international chemical enterprise and, with it, the potential to affect the environment adversely. Environmental issues themselves are responsive to solutions based on chemical ideas, as are the implications of resource depletion driven by the widening needs of a global society. The future of the chemical enterprise the developing subject, the practitioners of chemistry, and the chemical industry is now faced with sustaining the development of the promise of chemistry. Sustainability implies the promotion of growth for the benefit of humanity and its attendant benefits for society without depleting resources or adversely affecting the environment. 1. Introduction Chemistry is a science a system of knowledge covering truths or operations of fundamental laws that are concerned with the physical world. It has not always been so. Since recorded time began, what we now call chemistry was an art a system of methods employed in a set of activities, a craft, or a trade. As such it became intertwined with human development from the earliest times, a condition that persists today The Central Science Chemistry has achieved the status of the central science since it deals explicitly with the molecularity of the world (Figure 1). Everything in the world from material objects to the storage of thoughts in the human mind (including the brain itself) has a molecular basis. Thus, it should not be surprising that, as mankind faces problems, whether they be practical ones or those associated with subjects that are key to understanding the development of basic ideas in ancillary and associated disciplines, solutions arise from considerations of molecular-level arguments; in other words, from the application of core chemical principles. The question marks (??) on the Venn diagram in Figure 1 represent a molecular-level discipline that has not yet been defined. When this unknown discipline arises in the future and it has a molecular basis, progress will be dependent on the application of chemical concepts.
3 Figure 1. A Venn representation of the centrality of chemical thought to associated disciplines A very large number of chemistry-driven applications can be delineated, but only a few will be presented to illustrate the basic relationships of chemistry to other areas of societal interest. 2. Chemistry Past Historically, the art of chemistry was employed to create or produce chemical substances that are intermediates used to make a variety of useful materials and for other important societal uses, e.g. for agriculture, soaps and detergents, dyes, and pharmaceuticals. That trend continues today and is expected to continue into the future. In this section, we present a brief review of historically significant, chemically-related, vignettes as a preview of a discussion of the future uses of chemical concepts Metals and Alloys The chemical arts reach back to antiquity. Our historical records begin only about 3000 B.C.; before this era, methods used by early practitioners were handed down orally. Worked gold objects are known from earliest times, the Neolithic age, but little of the chemical arts was necessary in the use of gold because the substance is often found as the native metal. Similarly, copper, which also can be found in its native state, was worked by North American aborigines. Copper objects appear with the earliest human remains (c B.C.) found in Egypt and Mesopotamia. The invention of bronze an alloy of copper and tin represents an important event in the evolution of the chemical arts because elemental tin is not found in nature and to make bronze requires the winning the chemical extraction of tin from an appropriate ore followed by the alloying procedure. The most common naturally occurring compounds are oxides, e.g. cassederite, which is essentially SnO 2 ; the elemental tin can be won using an appropriate reducing agent, to use modern terminology. Extracting elemental tin from one of its compounds is a chemical process. Most of the early chemistry developed without theory to guide it. The earliest bronze pieces have been dated at about 3000 B.C.
4 Interestingly, Egyptian and Mesopotamian bronzes sometimes contain lead in place of tin and, occasionally, antimony, as do some early Chinese bronzes Glass Glass is the hard, inert, transparent material made by heating together a mixture of substances such as sand (SiO 2 ), limestone (CaCO 3 ), and soda (Na 2 CO 3 ) at a sufficiently high temperature about 1400 to 1500 C, just below the melting point of iron. These materials react to form a viscous liquid. When this liquid is taken from the furnace, it becomes more viscous as it cools until about 500 C when it becomes a transparent solid the material we call glass. The history of glass reflects the symbiosis of chemistry with the needs of society. Initially, glass making was an art that produced materials of variable properties. But the chemical compositions of modern glasses, in contrast, are carefully controlled to produce materials with appropriate physical and chemical properties for specific applications. From one point of view, glass is as old as the vitreous glaze on pottery, which can be described as a glass. It is thought that glass making originated in western Asia around 3000 B.C.; initially, only beads and similar small objects were made of glass, but glass vessels appeared around 1500 B.C. Fragments of glass vessels have been found on western Asiatic sites in strata of the late sixteenth and early fifteenth centuries B.C. Egyptian glass appears to have first been made in the reign of Thutmose III ( B.C.). Thutmose achieved a series of Asiatic conquests in 1481 B.C. and glass workers brought back to Egypt from those conquests were probably used to set up a glass industry in Egypt. This transfer by conquest is probably one of the earliest examples of a very efficient method of diffusion of technology/science from one people to another. The development of Egyptian glass technology itself was also strongly influenced by knowledge derived from Mesopotamia. For example, the decorations on all Egyptian glass from about 1300 B.C. onward is very similar to that found on glass objects from Ur, an ancient Sumerian city in Mesopotamia on a site in present-day Iraq. The extensive use of cobalt in Egyptian glass the cobalt blue glass also supports this idea because the nearest sources of cobalt were in southern Mesopotamia. By A.D. 50 glass had become as widespread as pottery in Rome. It had become a utilitarian material cheap, attractive, impermeable, and widely available and formed a new class of material culture that continues today. Glass making was a closely held secret, but the ability to make glass moved relentlessly from the Middle East to Europe and England. Each part of the world added to the overall art, and many of these improvements involved chemistry. Thus, glass that contained (accidentally) iron compounds had an undesirable greenish to brown cast as the compounds became oxidized and, in effect, decolorized the glass. The Venetians used pyrolusite to make glass as clear as fine rock crystal. Pyrolusite contains manganese dioxide (MnO 2 ), an oxidizing agent, which reacts with the iron compounds that cause the green-brown color. At the same time that the Venetians were producing a fine clear glass, they discovered how to make glasses in many beautiful colors blue, white, green, purple, and turquoise by adding certain inorganic substances that reacted with the components of glass to produce colored compounds. In England, the rapidly expanding glass industry competed, often unsuccessfully, with iron making for a diminishing fuel supply. The switch from
5 charcoal to coal in iron smelting was a benefit not only to the iron makers but also to the glass industry. The English contribution to glass making was the development of lead crystal glass, which had a very high transparency and a high infractive index, giving it an ability to sparkle in the light falling on facetted or angular cut surfaces. In the nineteenth century, glass works were generally forest-related industries. Wood was required for the fires to melt the mixture that would become glass; it also yielded potash, one of the basic glass components, which was extracted from wood ashes by leaching. Glass workers near the sea used sea plants as sources of soda, which gradually replaced potash. The French chemist Nicolas Leblac ( ) succeeded in making soda from common salt, sulfuric acid, and limestone, which is a form of calcium carbonate. Leblac went bankrupt as a result of the French Revolution, but the need for soda continued to increase. That need was satisfied by Ernest Solvay ( ), a Belgian chemist. In the Solvay process, brine (a saturated aqueous solution of NaCl often found naturally) is treated with ammonia and carbon dioxide, produced from the thermal decomposition of limestone (CaCO 3 ): CaCO CaO + (1) 3 CO 2(g) The dissolution of ammonia produces ammonia hydroxide. NH 4 + 3(g) + H 2O NH + OH (2) And the dissolution of CO 2 produces bicarbonate ion. CO (3) + 2(g) + H 2O H 2CO3 H + HCO3 Steps 2 and 3 correspond to the production of a solution of ammonium bicarbonate: NH 3 CO 2 + H 2O NH 4HCO3(aq) + (4) which in the presence of the brine solution yields sodium bicarbonate. NH + + (5) 4HCO3(aq) NaCl(aq) NaHCO3(s) NH 4Cl(aq) Of all the possible species present in this solution, NaHCO 3 is the least soluble and this substance precipitates. The solid NaHCO 3, when heated, produces soda, Na 2 CO 3, and CO 2. NaHCO Na CO + H O + CO (6) 3(s) (g) An interesting characteristic of the Solvay process is its chemical efficiency in producing a desired product, soda (Na 2 CO 3 ), from relatively common materials salt (NaCl), limestone (CaCO 3 ), and ammonia (NH 3 ). The CO 2 form in Step 6 can be recycled in Step 4. Ammonia can be obtained from the other product of Step 5
6 NH 4 Cl (aq) by treating the aqueous solution with calcium oxide obtained as the second product of Step 1. CaO + H 2O Ca(OH) 2 (7) Ca(OH) + NH Cl NH + CaCl (8) 2(g) 4 (aq) 3(g) 2(aq) The ammonia obtained in Step 8 is recycled to Step 2. Thus, the net result of the Solvay process is the consumption of salt (NaCl) and limestone (CaCO 3 ), and the production of soda (Na 2 CO 3 ); CaCl 2 (Step 8) is the only byproduct. Note that ammonia is not consumed chemically; its only loss occurs during mechanical handling. The Solvay process (like the earlier Leblac process) is an early example of the epitome of the symbiosis of chemistry and society: to take relatively simple substances that are easily obtained and produce more desirable substances. The Solvay process became the source of inexpensive soda, which advanced the production of inexpensive glass. Glasses with a wide variety of compositions exist. Chemical science has produced a large number of specialty variants: special formulations are used for lens making; a glass containing boric acid as a flux, replacing most of the soda in the standard glass composition, is used for ovenware and other high temperature uses; and glasses containing no soda are used for mercury vapor street lamps and for fiberglass used in light pipe applications Pigments The decorative arts, especially painting, have been dependent on the interaction of what we now call chemistry since the beginning of recorded history. Indeed, that interaction originally defined the chemical arts. Perhaps one of the oldest recorded pigments is Egyptian Blue, found on a sarcophagus dated from the Fourth Dynasty ( B.C.). Egyptial Blue is a copper silicate that can be produced by heating a copper-containing ore (like malachite) with sand (SiO 2 ), limestone (calcium carbonate), and soda (Na 2 CO 3 ). A mineral with the same composition (namely, CuO 2SiO 2 (CaO, Na 2 O) 2SiO 2 ), called cuprorivaite, exists in nature, but is so scarce that it could not have been collected in sufficient quantities to be used as a pigment by the Egyptians (or the other peoples that are known to have used it as a pigment). Thus, Egyptian Blue must have been a manufactured product. (The pigment should not be confused with the cobalt blue glass so prized by the Egyptians.) Other naturally occurring minerals with interesting colors have been used as pigments. Examples include orpiment, the yellow arsenic sulfide (As 2 S 3 ), and realgar, the red arsenic sulfide (AsS), which were known to the ancient Greeks and Romans. We do not strive to be exhaustive concerning the identity and nature of minerals used in art through the ages. Suffice it that the use of a number of such substances stretches to antiquity and humans have learned to produce materials that are naturally occurring if nature does not yield sufficient quantities of the desired substances. This is another hallmark of the symbiosis of chemistry with humanity.
7 The highly specialized use of pigments as artists materials has been expanded to include modern coatings (paints) that are designed to protect surfaces of all kinds from the effects of weathering. Both artists colors and the colors used in coatings have been expanded by using organic materials (dyes, vide infra) to increase the spectrum of colors available. Thus, the original artists interests in naturally occurring colorants is no longer the purview of the art community, but now extends to the common person, and it is not limited to naturally occurring substances. As with many substances of historical interest, modern pigments (and dyes) are human-made equivalents or are entirely new substances with superior qualities Bibliography TO ACCESS ALL THE 28 PAGES OF THIS CHAPTER, Visit: Aftalion F A History of the International Chemical Industry. Philadelphia, University of Pennsylvania Press. 441 pp. [An excellent analytical discussion of the chemical industry its genesis and the forces that formed it.] Barrett, S. E.; Krasner, S. W.; Army, G. L. (eds.) ACS Symposium Series. Washington, D.C., American Chemical Society. 425 pp. [Volume 761 in a series that provides state of the art expert reviews of important topics in chemistry; the series is an excellent source of detailed information on a very wide spectrum of important chemical topics.] Brooks, G. T.; Roberts, T. R. (eds.) Pesticide Chemistry and Bioscience. Cambridge, Royal Society of Chemistry. 438 pp. [A summary of the chemical, technical, and regulatory aspects of the chemistry/bioscience responses to the food-environment challenge.] Bruce, D. W. and O Hare, D. (eds.) Inorganic Materials. New York, John Wiley. 591 pp. [The second edition of an advanced textbook emphasizing the properties of molecular solids in the context of controlling bulk properties by adjusting molecular properties.] Drake, J. A. G. (ed.) Electrochemistry and Clean Energy. Cambridge, Royal Society of Chemistry. 103 pp. [A collection of papers presented at a symposium of the same name; the papers are technical but readable summaries of various aspects of electrochemical energy sources.] Engel, K. H.; Takeoka, G. R.; Teranishi, R. (eds.) Genetically Modified Foods, Safety Issues. Washington, D.C., American Chemical Society. 243 pp. [A discussion of the scientific bases of selected genetic engineering projects associated with the production of foods and flavors.] Fitzhugh, E. W. (ed.) Artists Pigments: A Handbook of Their History and Characteristics. New York, Oxford University Press. 364 pp. [The third of four planned volumes describing in detail the history and technical details of the identification of pigment materials suitable for chemists, conservators, curators, and collectors.]
8 Harrison, R. M. (ed.) Understanding Our Environment. Cambridge, Royal Society of Chemistry. 445 pp. [The third edition of an excellent introduction to the principles of environmental chemistry and pollution that is often used as a textbook for degree courses.] Interrante, L. V.; Hampden-Smith, M. J. (eds.) Chemistry of Advanced Materials: An Overview. New York, Wiley-VCH. 580 pp. [An advanced textbook designed to introduce the concept of materials chemistry to the broader chemistry and engineering communities.] Karlin, K. D. (ed.) Progress in Inorganic Chemistry. New York, John Wiley. 603 pp. [Volume 48 of a continuing series describing technical details of the classic sub-discipline of inorganic chemistry; an excellent series in which to find cutting edge results in inorganic chemistry.] Kenney, M Biotechnology: The University Industrial Complex. New Haven, Yale University Press. 306 pp. [A very readable description of the development of the biotechnology industry and its impact on university research.] Leeper, F. J.; Vederas, J. C. (eds.) Topics in Current Chemistry. Berlin, Springer-Verlag. 243 pp. [Volume 209 in a series that provides state of the art expert reviews of central topics in modern chemistry; this series is an excellent source of detailed information on a spectrum of important chemical topics.] Morris, P. J. T.; Campbell, W. A.; Roberts, H. L. (eds.) Milestones in 150 Years of the Chemical Industry. Cambridge, Royal Society of Chemistry. 307 pp. [Review papers addressing the contributions of the chemical enterprise to societal problems presented at the sesquicentennial celebration of the Royal Society. The reviews are very readable with a minimum of technical knowledge.] Russell, C. A. (ed.) Chemistry, Society and Environment. Cambridge, Royal Society of Chemistry. 372 pp. [A useful collection of essays that address important issues relating to the impact of industrial chemistry and the environment from an historical perspective.] Strauss, H. L.; Babcock, G. T.; Leone, S. R. (eds.) Annual Review of Physical Chemistry. Palo Alto, Calif., Annual Reviews. 650 pp. [Volume 50 in a series that provides state of the art expert reviews of important topics in physical chemistry; this series is an excellent source of detailed information on a spectrum of important physical chemistry topics.] Sykes, A. G. (ed.) Advances in Inorganic Chemistry. New York, Academic Press. 424 pp. [Volume 50 in a series that provides state of the art expert reviews of important topics in inorganic chemistry; the series is an excellent source of detailed information on a spectrum of important topics in inorganic chemistry.] Biographical Sketch Joseph J. Lagowski is Professor of Chemistry (since 1967, in the Department of Chemistry and Biochemistry) and Professor of Education (since 1973, in the College of Education) at The University of Texas, Austin. He received his Ph.D. in inorganic chemistry (non-aqueous solutions) from Michigan State University. An appointment as a Marshall Scholar at Cambridge University led to a second Ph.D. (organometallic chemistry) from that institution. Lagowski s scholarly interests include both bench chemistry and various aspects of chemical education. His work in the former area has focused on the influence of the solvent on the chemistry of unusual species, from the point of view of aqueous chemistry. His work in organometallic chemistry includes various aspects of Π-complexes. Lagowski s other major scholarly work has been in chemical education. In the early 1960s, he became interested in the use of interactive computing to assist the educational process. He and his students have identified those areas of teaching for which computer methods are maximally effective. Lagowski s research and education interests have also manifested themselves in his service to the professional community. Lagowski served as Editor of the Journal of Chemical Education ( ), where he was instrumental in the realization of the advantages of technology in teaching chemistry. Lagowski received the CMA Award for Excellence in Chemistry Teaching (1981); he was elected a Fellow of the AAAS (1982); he was named a
9 Piper Professor for Outstanding Scholarly and Academic Achievement (1983); he received the ACS Award in Chemical Education (1989), the Southwest Regional ACS Award (1996), and the James Flack Norris Award (1999).
CHEMICAL DETERMINATION OF EVERYDAY HOUSEHOLD CHEMICALS Purpose: It is important for chemists to be able to determine the composition of unknown chemicals. This can often be done by way of chemical tests.
EXAMPLE EXERCISE 4.1 Change of Physical State State the term that applies to each of the following changes of physical state: (a) Snow changes from a solid to a liquid. (b) Gasoline changes from a liquid
CHAPTER 3: MATTER Active Learning Questions: 1-6, 9, 13-14; End-of-Chapter Questions: 1-18, 20, 24-32, 38-42, 44, 49-52, 55-56, 61-64 3.1 MATTER Matter: Anything that has mass and occupies volume We study
Chapter 8: Chemical Equations and Reactions I. Describing Chemical Reactions A. A chemical reaction is the process by which one or more substances are changed into one or more different substances. A chemical
Chapter 3 ATOMS AND MOLECULES Multiple Choice Questions 1. Which of the following correctly represents 360 g of water? (i) 2 moles of H 2 0 (ii) 20 moles of water (iii) 6.022 10 23 molecules of water (iv)
Chapter 1: Moles and equations 1 Learning outcomes you should be able to: define and use the terms: relative atomic mass, isotopic mass and formula mass based on the 12 C scale perform calculations, including
Experiment 8 - Double Displacement Reactions A double displacement reaction involves two ionic compounds that are dissolved in water. In a double displacement reaction, it appears as though the ions are
Experiment 9 - Double Displacement Reactions A double displacement reaction involves two ionic compounds that are dissolved in water. In a double displacement reaction, it appears as though the ions are
Chapter 3 Mass Relationships in Chemical Reactions Student: 1. An atom of bromine has a mass about four times greater than that of an atom of neon. Which choice makes the correct comparison of the relative
Physical Changes and Chemical Reactions Gezahegn Chaka, Ph.D., and Sudha Madhugiri, Ph.D., Collin College Department of Chemistry Objectives Introduction To observe physical and chemical changes. To identify
Balancing Chemical Equations Worksheet Student Instructions 1. Identify the reactants and products and write a word equation. 2. Write the correct chemical formula for each of the reactants and the products.
General Chemistry I (FC, 09-10) Introduction A look at the mass relationships in chemistry reveals little order or sense. The ratio of the masses of the elements in a compound, while constant, does not
Moles Balanced chemical equations Molar ratios Mass Composition Empirical and Molecular Mass Predicting Quantities Equations Micro World atoms & molecules Macro World grams Atomic mass is the mass of an
SCH 4C1 Unit 2 Problem Set Questions taken from Frank Mustoe et all, "Chemistry 11", McGraw-Hill Ryerson, 2001 1. A small pin contains 0.0178 mol of iron. How many atoms of iron are in the pin? 2. A sample
Chemical Equations & Stoichiometry Chapter Goals Balance equations for simple chemical reactions. Perform stoichiometry calculations using balanced chemical equations. Understand the meaning of the term
DP Chemistry Review Topic 1: Quantitative chemistry 1.1 The mole concept and Avogadro s constant Assessment statement Apply the mole concept to substances. Determine the number of particles and the amount
The Empirical Formula of a Copper Oxide Reading assignment: Chang, Chemistry 10 th edition, pp. 55-58. Goals The reaction of hydrogen gas with a copper oxide compound will be studied quantitatively. By
Sample Exercise 3.1 Interpreting and Balancing Chemical Equations The following diagram represents a chemical reaction in which the red spheres are oxygen atoms and the blue spheres are nitrogen atoms.
Water Softening (Precipitation Softening) (3 rd DC 178; 4 th DC 235) 1. Introduction Hardness - Multivalent metal ions which will form precipitates with soaps. e.g. Ca 2+ + (soap) Ca(soap) 2 (s) Complexation
1. The average kinetic energy of water molecules increases when 1) H 2 O(s) changes to H 2 O( ) at 0ºC 3) H 2 O( ) at 10ºC changes to H 2 O( ) at 20ºC 2) H 2 O( ) changes to H 2 O(s) at 0ºC 4) H 2 O( )
The Mole Atomic mass units and atoms are not convenient units to work with. The concept of the mole was invented. This was the number of atoms of carbon-12 that were needed to make 12 g of carbon. 1 mole
Name Writing and Balancing Chemical Equations Period When a substance undergoes a chemical reaction, chemical bonds are broken and new bonds are formed. This results in one or more new substances, often
CHAPTER 4: MATTER & ENERGY Problems: 1,3,5,7,13,17,19,21,23,25,27,29,31,33,37,41,43,45,47,49,51,53,55,57,59,63,65,67,69,77,79,81,83 4.1 Physical States of Matter Matter: Anything that has mass and occupies
Section B: Some Essential Background Chemistry Soluble and insoluble salts The importance of knowing whether a salt is soluble or insoluble in water You will remember that acids react with carbonates to
Decomposition 1. Solid ammonium carbonate is heated. 2. Solid calcium carbonate is heated. 3. Solid calcium sulfite is heated in a vacuum. Composition 1. Barium oxide is added to distilled water. 2. Phosphorus
The position of hydrogen in the reactivity series Hydrogen, although not a metal, is included in the reactivity series because it, like metals, can be displaced from aqueous solution, only this time the
Types of Reactions Objectives The objectives of this laboratory are as follows: To perform and observe the results of a variety of chemical reactions. To become familiar with the observable signs of chemical
1 EXTRACTION OF METALS Occurrence ores of some metals are very common (iron, aluminium) others occur only in limited quantities in selected areas ores need to be purified before being reduced to the metal
PHYSICAL SEPARATION TECHNIQUES Lab #2 Introduction When two or more substances, that do not react chemically, are blended together, the result is a mixture in which each component retains its individual
Acids are those chemical substances which have a sour taste. Bases are those chemical substances which have a bitter taste. A salt is an ionic compound which dissociates to yield a positive ion other than
Skills Worksheet Problem Solving Stoichiometry of Gases Now that you have worked with relationships among moles, mass, and volumes of gases, you can easily put these to work in stoichiometry calculations.
The Empirical Formula of a Compound Lab #5 Introduction A look at the mass relationships in chemistry reveals little order or sense. The ratio of the masses of the elements in a compound, while constant,
Chemistry 3202 Unit 2 Acids and Bases Definitions of Acids and Bases An operational definition is one that is based on the observable properties, behaviours or uses of an entity. The earliest definitions
Mole Calculations Chemical Equations and Stoichiometry Lecture Topics Atomic weight, Mole, Molecular Mass, Derivation of Formulas, Percent Composition Chemical Equations and Problems Based on Miscellaneous
Chemistry and Environmental Sciences Oxygen Give and Take Summary This is a series of three activities followed by a worksheet. The concepts taught include gas production (O 2 and CO 2 ), chemical reactions,
Worksheet # 11 1. A solution of sodium chloride is mixed with a solution of lead (II) nitrate. A precipitate of lead (II) chloride results, leaving a solution of sodium nitrated. Determine the class of
1 CHEM 110: CHAPTER 3: STOICHIOMETRY: CALCULATIONS WITH CHEMICAL FORMULAS AND EQUATIONS The Chemical Equation A chemical equation concisely shows the initial (reactants) and final (products) results of
Balancing chemical reaction equations (stoichiometry) This worksheet and all related files are licensed under the Creative Commons Attribution License, version 1.0. To view a copy of this license, visit
CHAPTER 1 REVIEW Matter and Change SECTION 1 SHORT ANSWER Answer the following questions in the space provided. 1. a Technological development of a chemical product often (a) lags behind basic research
CEMISTRY SCIENCE Paper 2 (Two hours) Answers to this Paper must be written on the paper provided separately. You will not be allowed to write during the first 15 minutes. This time is to be spent in reading
General Chemistry Lab Experiment 6 Types of Chemical Reaction Introduction Most ordinary chemical reactions can be classified as one of five basic types. The first type of reaction occurs when two or more
Experiment 5 Chemical Reactions OBJECTIVES 1. To observe the various criteria that are used to indicate that a chemical reaction has occurred. 2. To convert word equations into balanced inorganic chemical
Chapter 2 The Chemistry of Life Worksheets (Opening image courtesy of David Iberri, http://en.wikipedia.org/wiki/file:camkii.png, and under the Creative Commons license CC-BY-SA 3.0.) Lesson 2.1: Matter
Water Softeners Industrial Water Purification (800) CAL-WATER By Dave Peairs, Cal Water, Technical Director Rev: 06/08/2004 Before any discussion of water softeners, we must first define what hard water
Chapter 8 - Chemical Equations and Reactions 8-1 Describing Chemical Reactions I. Introduction A. Reactants 1. Original substances entering into a chemical rxn B. Products 1. The resulting substances from
Name: Period: Chemical Formulas, Equations, and Reactions Test Pre-AP Write all answers on your answer document. 1. Which of the following is a NOT a physical property of hydrogen? A. It is gas C. It is
Chemical Reactions Practice Test Chapter 2 Name Date Hour _ Multiple Choice Identify the choice that best completes the statement or answers the question. 1. The only sure evidence for a chemical reaction
Chemical Equations and Chemical Reactions Chapter 8.1 Objectives List observations that suggest that a chemical reaction has taken place List the requirements for a correctly written chemical equation.
1º ESO UNIT 3: Pure substances and mixtures Objectives 1. To know that a substance is identified according to its characteristic properties like: density and melting or boiling points. 2. To know the concepts
Experiment No. Date OXIDATION-REDUCTION TITRATIONS-Permanganometry INTRODUCTION Potassium permanganate, KMnO 4, is probably the most widely used of all volumetric oxidizing agents. It is a powerful oxidant
Chemistry in Context: Chapter 6: Neutralizing The Threat of Acid Rain Assignment: All the problems with blue codes or answers on Page 529-530. What is an acid? Sour taste; found in vinegar, citrus fruits,
CHM-101-A Exam 2 Version 1 1. Which of the following statements is incorrect? A. SF 4 has ¼ as many sulfur atoms as fluorine atoms. B. Ca(NO 3 ) 2 has six times as many oxygen atoms as calcium ions. C.
SCH3U- R.H.KING ACADEMY SOLUTION & ACID/BASE WORKSHEET Name: The importance of water - MAKING CONNECTION READING 1. Read P. 368-375, P. 382-387 & P. 429-436; P. 375 # 1-11 & P. 389 # 1,7,9,12,15; P. 436
Chapter 3 Insert picture from First page of chapter Stoichiometry: Ratios of Combination Copyright McGraw-Hill 2009 1 3.1 Molecular and Formula Masses Molecular mass - (molecular weight) The mass in amu
Chemical Reactions Chemical Equations Chemical reactions describe processes involving chemical change The chemical change involves rearranging matter Converting one or more pure substances into new pure
Acids and Bases An Introduction David A Katz Department of Chemistry Pima Community College, Tucson, AZ, USA Properties of Acids 1. Sour taste (examples: vinegar, citric acid, lemon juice) 2. Turns litmus
PS-3.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility,
Name Date Class Chapter Review Cell Processes Part A. Vocabulary Review Directions: Select the term from the following list that matches each description. active transport energy enzyme inorganic compound
Intermolecular forces, acids, bases, electrolytes, net ionic equations, solubility, and molarity of Ions in solution: 1. What are the different types of Intermolecular forces? Define the following terms:
Cautions Nitric acid and sulfuric acid are toxic and oxidizers and may burn your skin. Nitrogen dioxide gas produced is hazardous if inhaled. Sodium hydroxide is toxic and corrosive and will cause burns
Chemical Reactions Topic 1 National Chemistry Summary Notes Rates of Reaction LI 1, 2 and 3 We know a chemical reaction has taken place when we notice one or more of the following things happening: Colour
Experiment 1 Chemical Reactions and Net Ionic Equations I. Objective: To predict the products of some displacement reactions and write net ionic equations. II. Chemical Principles: A. Reaction Types. Chemical
EDEXCEL INTERNATIONAL GCSE CHEMISTRY EDEXCEL CERTIFICATE IN CHEMISTRY ANSWERS SECTION C Chapter 16 1. Burn sulfur in air to give sulfur dioxide. S(s) + O 2 (g) ----> SO 2 (g) Pass this with more air over
Science Grade 10-12 Classroom Individual reading DESCRIPTION The characteristic red color of Prince Edward Island soil can be explained by a chemical reaction. The process is known as corrosion or rusting.
Class: Date: midterm1, 2009 Record your name on the top of this exam and on the scantron form. Record the test ID letter in the top right box of the scantron form. Record all of your answers on the scantron
Name: Period: Date: UNIT 1: Introduction to Matter Lesson 4: A Fine Line Between Compounds and Mixtures Do Now: PRE-READING OPEN-NOTES QUIZ! By the end of today, you will have an answer to: How do pure
APPENDIX A Molarity of Ions in Solution ften it is necessary to calculate not only the concentration (in molarity) of a compound in aqueous solution but also the concentration of each ion in aqueous solution.
Cambridge International Examinations Cambridge International General Certificate of Secondary Education *0123456789* CHEMISTRY 0620/04 Paper 4 Theory (Extended) For Examination from 2016 SPECIMEN PAPER
Centre Number Surname Candidate Number Specimen Paper For Examiner s Use Other Names Candidate Signature Examiner s Initials General Certificate of Secondary Education Foundation Tier Question 1 Mark Science
Cambridge International Examinations Cambridge International General Certificate of Secondary Education *0123456789* CHEMISTRY 0620/03 Paper 3 Theory (Core) For Examination from 2016 SPECIMEN PAPER 1 hour
78 Chapter 6: Writing and Balancing Chemical Equations. It is convenient to classify chemical reactions into one of several general types. Some of the more common, important, reactions are shown below.
HONORS Chemical Bonds and the Chemical Reactions Study Guide KEY Complete the following problems to help prepare for the test. Objective 1: Students will know ionic and covalent bonding. 1. Which subatomic
Minerals in granite The igneous rock granite is composed of many separate grains of several main minerals Figure 2.1 What is a mineral? Naturally occurring solid Specific chemical composition Crystal structure
Qualitative Analysis Identification of Some Important Anions and Cations Qualitative analysis is the testing of a sample of matter to determine its composition. Qualitative analysis, applied by scientists
Chapter Project Worksheet 1 1. Answers will vary. Sample: cherries, blueberries, and grass 2. Answers will vary. Sample: Cut 5 g of cherries into small pieces and place in blender. Blend for two minutes,
In the Investigations, you measured several indicators of water quality, including the ph. You may remember that ph values range from 0 to 14. Low values (0 to 6) indicate that a solution is acidic whereas
40 Engineering Chemistry and Environmental Studies 2 SOLUTIONS 2. DEFINITION OF SOLUTION, SOLVENT AND SOLUTE When a small amount of sugar (solute) is mixed with water, sugar uniformally dissolves in water
Question Bank Electrolysis 1. (a) What do you understand by the terms (i) electrolytes (ii) non-electrolytes? (b) Arrange electrolytes and non-electrolytes from the following substances (i) sugar solution
Chapter 6: Neutralizing the Threat of Acid Rain Is normal rain acidic? Is acid rain worse in some parts of the country? Is there a way to neutralize acid rain? Acid Rain The problem Regional atmospheric
35 MOLES ND MOLE CLCULTIONS INTRODUCTION The purpose of this section is to present some methods for calculating both how much of each reactant is used in a chemical reaction, and how much of each product
ENVIRONMENTAL MANAGEMENT: CLEAN WATER RESEARCH AS RELATED TO ACID MINE DRAINAGE LESSON PLAN CREATED BY: Todd Mills (Grades 9 12) Lois Morris (Grades 6-8) Terry Rostcheck (Grades 6 8) Susan Tegi (Grades
1. In some towns where steel mills and paper pulp mills are close together a brown deposit of FeS(s) forms from the reaction of H 2 S and particulate iron from the steel mill. The overall reaction is shown
summary KS3 Science MyWorks Guide Chemistry KS3 Science: Chemistry Mini zes: 40 Super zes: 5 Extension zes: 4 Skills zes: 6 TOTAL 54 What are MyWorks zes? MyWorks zes are short individual learning tasks
Q. A student studied the reaction between dilute hydrochloric acid and an excess of calcium carbonate. calcium carbonate + hydrochloric acid calcium chloride + water + carbon dioxide The student measured
9.2 Network Covalent, Ionic, and Metallic Solids YOU ARE EXPECTED TO BE ABLE TO: Classify non-molecular solids as either network covalent solids, ionic solids, or metallic solids. Relate the physical properties
Chapter 3 Calculation with Chemical Formulas and Equations Practical Applications of Chemistry Determining chemical formula of a substance Predicting the amount of substances consumed during a reaction
Chemical Reactions in Water Ron Robertson r2 f:\files\courses\1110-20\2010 possible slides for web\waterchemtrans.doc Properties of Compounds in Water Electrolytes and nonelectrolytes Water soluble compounds
Introduction Chapter 5 Chemical Reactions and Equations Chemical reactions occur all around us. How do we make sense of these changes? What patterns can we find? 1 2 Copyright The McGraw-Hill Companies,
Landmark Lesson Plan: Man and Materials through History Grades: 9-12 Subject areas: Chemistry, Materials Science, Polymers and History Based on The Development of Bakelite, a National Historic Chemical
Name: Hour: Elements & Macromolecules in Organisms Most common elements in living things are carbon, hydrogen, nitrogen, and oxygen. These four elements constitute about 95% of your body weight. All compounds
#3. Acid - Base Titrations 27 EXPERIMENT 3. ACID-BASE TITRATIONS: DETERMINATION OF CARBONATE BY TITRATION WITH HYDROCHLORIC ACID BACKGROUND Carbonate Equilibria In this experiment a solution of hydrochloric