“Introduction to

Chemistry”

Adapted for Easter College

High School Chemistry
Julius M. Panayo
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 What is Chemistry?
➢ Chemistry is the study of the
composition of “matter” – (matter is
anything with mass and occupies
space), its composition, properties, and
the changes it undergoes.
➢ Has a definite affect on everyday life -
taste of foods, grades of gasoline, etc.
➢ Living and nonliving things are made of
matter.
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 Chemistry is the
study of the
composition,
structure, and
properties of matter
and the changes it
undergoes – such
as burning fuels.
C2H5OH + 3 O2 → 2 CO2 + 3 H2O + Energy
Reactants → Products
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 5 Major Areas of Chemistry
1) Analytical Chemistry- concerned with
the composition of substances.
2) Inorganic Chemistry- primarily deals
with substances without carbon
3) Organic Chemistry- essentially all
substances containing carbon
4) Biochemistry- Chemistry of living things
5) Physical Chemistry- describes the
behavior of chemicals (ex. stretching);
involves lots of math!
Boundaries not firm – they overlap and interact
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 What is Chemistry?
➢ Pure chemistry- gathers knowledge for
the sake of knowledge
➢ Applied Chemistry- is using chemistry
to attain certain goals, in fields like
medicine, agriculture, and
manufacturing – leads to an application
* Nylon
* Aspirin (C9H8O4) - to relieve pain
* Use of TECHNOLOGY (benefit!)
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 Why Study Chemistry?
➢ Everyone and everything around us
involves chemistry – explains our world
➢ What in the world isn’t Chemistry?
➢ Helps you make choices; helps make
you a better informed citizen
➢ A possible career for your future
➢ Used to attain a specific goal
➢ What did we describe as “pure” and
“applied” chemistry?
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 Chemistry Far and Wide
➢ Chemists design materials to fit
specific needs – velcro (Patented in 1955)
➢ perfume, steel, ceramics, plastics,
rubber, paints, nonstick cooking
utensils, polyester fibers
➢ Two different ways to look at the
world: macroscopic and
microscopic

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 Chemistry Far and Wide
➢ Energy – we constantly have
greater demands
–We can conserve it; use wisely
–We can try to produce more; oil
from soybeans to make biodiesel
–fossil fuels, solar, batteries (that
store energy – rechargeable?),
nuclear (don’t forget pollution!)
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 Chemistry Far and Wide
➢ Medicineand Biotechnology-
–Supply materials doctors use to
treat patients
–vitamin C, penicillin, aspirin (C H O )
9 8 4

–materials for artery transplants

and hipbones
–bacteria producing insulin
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 Chemistry Far and Wide
➢ Agriculture
–Produce the world’s food supply
–Use chemistry for better
productivity – soil, water, weeds
–plant growth hormones
–ways to protect crops; insecticides
–disease resistant plants
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 Chemistry Far and Wide
➢ The Environment
–both risks and benefits involved in
discoveries
–Pollutants need to be 1) identified
and 2) prevented
–Lead paint was prohibited in 1978;
Leaded gasoline? Drinking water?
–carbon dioxide, ozone, global
warming
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Let’s examine some information from a graph.

88.2%
440,000

After lead was banned in gasoline and public water

supply systems, less lead entered the environment.
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 Chemistry Far and Wide
➢ The Universe
–Need to gather data from afar,
and analyze matter brought back
to Earth
–composition of the planets
–analyze moon rocks
–planet atmospheres
–life on other planets?
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 Alchemy – developed the tools and
techniques for working with chemicals
➢ The word chemistry comes from
alchemy – practiced in China and
India since 400 B.C.
➢ Alchemy has two sides:
–Practical: techniques for working
with metals, glass, dyes, etc.
–Mystical: concepts like perfection –
gold was a perfect metal
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 An Experimental Approach
➢ In the 1500s, a shift started from
alchemy to science – King Charles
II was a supporter of the sciences
➢ “Royal Society of London for the
Promotion of Natural Knowledge”
➢ Encouraged scientists to use more
experimental evidence, and not
philosophical debates
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 Lavoisier
➢ Inthe late 1700s, Antoine
Lavoisier helped transform
chemistry from a science of
observation to the science of
measurement – still used today
➢ He settled a long-standing debate
about burning, which was…
–Oxygen was required!
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 The Scientific Method
➢A logical approach to solving
problems or answering questions.
➢ Starts with observation- noting and
recording information and facts
➢ hypothesis- a proposed
explanation for the observation;
must be tested by an experiment
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 Steps in the Scientific Method
1. Observations (uses your senses)
a) quantitative involves numbers = 95oF
b) qualitative is word description = hot
2. Formulating hypotheses (ideas)
- possible explanation for the
observation, or “educated” guess
3. Performing experiments (the test)
- gathers new information to help decide
whether the hypothesis is valid
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 Scientific Method
➢ “controlled” experiment- designed to
test the hypothesis
➢ only two possible answers:
1) hypothesis is right
2) hypothesis is wrong
➢ We gather data and observations by
doing the experiment
➢ Modify hypothesis - repeat the cycle
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 Scientific Method
➢ We deal with variables, or factors that can
change. Two types:
1) Manipulated variable (or independent
variable) is the one that we change
2) Responding variable (or dependent
variable) is the one observed during the
experiment
➢ For results to be accepted, the experiment
needs to always produce the same result
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 Outcomes over the long term…
➢ Theory (Model)
- A set of well-tested hypotheses that give
an overall explanation of some natural
phenomenon – not able to be proved
➢ Natural Law (or Scientific Law)
- The same observation applies to many
different systems; summarizes results
- an example would be:
the Law of Conservation of Mass
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 Law vs. Theory

❖A law summarizes what has

happened.
❖A theory (model) is an
attempt to explain why it
happened – this changes as
new information is gathered.
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Using your senses to The procedure that is used

obtain information to test the hypothesis

Hypothesis is a
Tells what happened
proposed explanation;
should be based on A well-tested explanation for
previous knowledge; an the observations; cannot be
“educated” guess proven due to new discoveries
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 Collaboration / Communication
➢ When scientists share ideas by
collaboration and communication,
they increase the likelihood of a
successful outcome.

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 Problem Solving in Chemistry
➢ We are faced with problems each
day, and not just in chemistry
➢ A solution (answer) needs to be found
➢ Trial and Error may work sometimes?

➢ But,there is a method to problem

solving that works better, and these
are skills that no one is born knowing
– they need to be learned.
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 Problem Solving in Chemistry
➢ Effective problem solving usually
involves two general steps:
1) Developing a plan
2) Implementing that plan
➢ The skills you use to solve a word
problem in chemistry are NOT
different from those techniques
used in shopping, cooking, or
planning a party.
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 Solving Numeric Problems
➢ Measurements are an important part
of chemistry; thus many of our word
problems involve use of mathmatics
–Word problems are real life
problems, and sometimes more
information is presented than
needed for a solution
➢ Following skills presented will help
you become more successful
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 Solving Numeric Problems
➢ The three steps we will use for
solving a numeric word problem are:
1) Analyze Let’s learn how
to ACE these
2) Calculate numeric word
3) Evaluate problems!
➢ The following slides tell the meaning
of these three steps in detail.
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 Solving Numeric Problems
1) Analyze: this is the starting point
– Determine what are the known factors,
and write them down on your paper!
– Determine what is the unknown. If it is
a number, determine the units needed
– Plan how to relate these factors-
choose an equation; use table or graph
➢ This is the heart of successful problem
solving techniques – it is the PLAN
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 Solving Numeric Problems
2) Calculate: perform the mathematics
– If your plan is correct, this is the
easiest step.
– Calculator used? Do it correctly!
– May involve rearranging an
equation algebraically; or, doing
some conversion of units to some
other units.
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 Solving Numeric Problems
3) Evaluate: – the finishing step
– Is it reasonable? Make sense?
Do an estimate for the answer,
and check your calculations.
– Need to round off the answer?
– Do you need scientific notation?
– Do you have the correct units?
– Did you answer the question?
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 Solving Conceptual Problems
➢ Not all word problems in chemistry
involve doing calculations
➢ Nonnumeric problems are called
conceptual problems – ask you to apply
concepts to a new situation
➢ Steps are:
1) Analyze and 2) Solve
➢ Plan needed to link known to unknown,
but no checking units or calculations

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