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Transcript of a. .Introduction to chemistry
1
Dr. Brielmann
Dear student and parents/guardians,
Welcome to Chemistry!
This packet contains
1. A syllabus
2. A student survey
to be completed in class
3. A safety contract
The safety contract must be signed and returned to me by tomorrow; students cannot begin lab
work until it is signed and returned.
Thanks in advance for your cooperation,
Dr. Brielmann
Homework (5 points): Please have on your desk tomorrow, and each day
1. A 3 ring binder with this packet inserted (please do not use pockets).
2. A scientific calculator
3. A pen or pencil
4. Your completed homework: for tomorrow: this is your signed safety contract.
5. Read the story “How I got hooked on chemistry” which is in this packet.
2
Chemistry
Dr. Brielmann
Syllabus
Introduction
Welcome to chemistry! I look forward to working with you this school year. The purpose of this
handout is to summarize the goals, content, grading policy, and class expectations for this school
year.
What is everything made out of?
That is the essential question for this course- the same question that the we all naturally ask as
we look at the world around us. Finding the answers to this question is both challenging and
rewarding. For a few of you, opening your mind to the world of chemistry may change the course
of your life, as it did for me. For all of you this course will help you to understand the world
around you.
Content
Here are the chapters we will cover. Each chapter will last for 1-2 weeks, and most chapters will
be tested individually.
1. Introduction to
Chemistry
2. Data
3. Matter
4. The Atom
5. Electrons
6. The Periodic Table
7. Chemical Bonding
8. Chemical Reactions
9. The Mole
10. Gases
11. Solutions.
12. Energy
13. Reaction Rates
14. Equilibrium
15. Acids and Bases
The System
At the beginning of each of the 15 chapters shown above, each student will receive a packet
to be inserted in your 3-ring binders. It includes everything you need for the chapter- labs,
worksheets, and slides. You will also receive a textbook that you may keep at home for
evening homework. At the end of the chapter you will be tested, and your notebook will be
collected.
Class Rules
1. Notebook open at the bell, homework out
2. Listen while others are speaking
3. Respect each other
4. No ipods, cellphones, food, or drink in classroom.
These rules are in place to help promote a friendly, hard-working classroom environment.
3
Grading Policy
This class uses a “pure points” system: your grade will be determined by the points
accumulated from homework, tests, and lab reports. For, example, you might earn 90 points
on a 100 point exam, and 5 points on a 10 point quiz. Your average at that point would be 95
points out of a possible 110 total points for an “average” of 86%. Your grade can be accessed
on PowerSchool through the GHS website, also available on the chemistryadventure website.
During any type of testing, there will be no communications in any form with any other
student(s). Should such communications take place, the student(s) will receive a grade of
zero on the test.
What to bring to class
1. An up to date 3 ring binder with chapters and homework.
2. A scientific calculator
3. A pen or pencil
Common Issues
1. Late to class
Students who are late to class without a pass will receive a minor point deduction
on their next test. Three tardies will result in detention.
2. Arriving unprepared.
Students who do not have a binder, calculator, and a pencil will receive a minor
point deduction on their next test. Daily homework is worth 5-10 points.
3. Ipods and cellphones visible in class
Ipods and cellphones will be confiscated if seen, and delivered to the student
affairs center. You will be permitted to use internet capable devices such as
iphones only when specifically requested by the teacher.
4. Lab Groups of more than 2
To receive credit for a lab experiment your group must be no more than 2
students.
4. Absences
Unexcused absences are treated in accordance with the student handbook.
Students are responsible for making up lost work and will still have to take each
test. Makeups are available for students with a score of less than 70%.
5. Homework from other classes
Will be confiscated if students work on it in class unless specifically instructed
otherwise.
6. Students not seated or not in assigned seats
Please remain seated in your assigned seat unless instructed otherwise
7. Unsafe laboratory practices
This is a serious offense and will result in immediate removal from class and
detention.
4
Homework
There will be a moderate amount of homework assigned and posted to the right of the
chalkboard, and on the chemistryadventure website most days. Please have it in your open
binder on your desk completed at the beginning of class each day for grading. Most
assignments will be checked at the beginning of the class the next school day for credit. No
credit will be given for late homework. Keep up with the homework and the tests will likely
go well.
L1, Honors
Read
L1, Honors
Problems
Conceptual
Chemistry
Read
Conceptual
Chemistry
Problems
1. Introduction to
Chemistry 1-11, 46-53, p. 31: 1
p. 53:
1,2,4,5,7,11,12
2. Data 12-18, 55-
58, 63
p. 14: 1-3
p. 31: 6,7,8,9,10,
32, 35, 36, 37,
38
p. 59: 1-3
p. 63: 1,
2,3,4,5,6
3. Matter 22-27
4. The Atom 74-88
234-235
p. 89:
1,2,3,4,5,6,7,8
p. 236: 1,2
5. Electrons 90-98 p. 99: 1-11
6. The Periodic Table 116-122;
124-131;
132-141
Optional:
142-147
p. 122: 1-14
1-13
7. Chemical Bonding 158-165
166-175
176-179
190-198
199-207
Honors
only: p.
208-213
p. 165: 1-13
p. 175: 1-10
p. 180: 1-8
p. 198:
1,3,5,6,7,11,12,14
p. 207:1-13
Honors only: 1-11
8. Chemical Reactions
9. The Mole 100-101
224-233-
236-238
p. 102:1-4
p. 103: 1-3
p. 228: 1-4
p. 229: 1-5
p. 230: 1-4
p. 233: 1-13
5
p. 239: 1,2
10. Gases
11. Solutions.
12. Energy 38-45; 60 p. 45:
1,2,3,5,6,12
p. 61: 1-4
13. Reaction Rates
14. Equilibrium
15. Acids and Bases
1. Introduction to Chemistry
2. Data
3. Matter
4. The Atom
5. Electrons
6. The Periodic Table
7. Chemical Bonding
8. Chemical Reactions
9. The Mole
10. Gases
11. Solutions.
Textbook
The honors and level one classes are based on the textbook Chemistry (Holt Publishers), and
the Conceptual Chemistry classes use the book Conceptual Chemistry. They will be handed
out on the first day, and students may keep them at home for evening homework
assignments. A set of class textbooks will be available. Students are fiscally responsible for
the textbooks, which must be returned at the end of the school year in good shape.
Absences and Makeup Tests
If you are absent from class it is your responsibility to find out what you missed and make
up any missing work. Daily and weekly lessons and homework are posted in class, and on the
chemistryadventure website; this is where to find out what you missed. Contact me if you
have missed class- you will still have to take the test.
All students must take each test regardless of the number of absences. Even if you had
multiple absences, give the test your best effort- at the very least it will help guide you for
the makeup test. A makeup test is available to all students; scores will be averaged. To help
invite your best effort on the first attempt, the makeup test is designed to be more
challenging than the first test.
Fiscal Responsibility
6
Students are fiscally responsible for instructional equipment including laboratory materials
and the textbooks.
Ipods and Cellphones
The school policy will be enforced- cell phones and ipods are not allowed in the classroom.
They will be confiscated if they are seen at any time in the classroom.
Media Privacy
Occasionally there may be photographs or videos taken of us in the classroom. Although
these are usually popular for the students and are good for the class morale, it is important
for each student to know that their right not to be photographed or videotaped is important
and will be respected. Additionally, any photos or videos that are taken in the classroom will
never be shared outside the classroom. Each student was mailed a media privacy form at the
beginning of the year. Please let me know if you prefer not to be photographed or
videotaped.
In the News
We will begin each day of class with an In The News presentation by a member of the class
highlighting any chemical discoveries that were made recently. These are brief
presentations that are emailed to me the day before each presentation. For examples see
the “In the news” section at chemadventure.com. Use the presentation I provide on the first
day as a model for your own presentations.
Final Note to students/Parents/Guardians
Please contact me whenever you wish. I prefer to communicate by email
Again, welcome to the world of chemistry. I look forward to working and learning and exploring with
you this year.
Dr. Brielmann
(Dr. B.)
How to submit an “In the News” Presentation
Create your in the news presentation using Wix or a similar website, and email an
invitation to me at [email protected]
7
Lab Safety Contract
You and your parent must read and sign this contract before performing any experiments.
1. The science laboratory can provide you with the exciting opportunity to do science. However,
remember at all times that the laboratory is a place for serious work. Fooling around or disruptive
behavior will result in removal from the laboratory.
2. Always prepare for an experiment by reading the directions for the experiment before you
come to the laboratory. Follow the directions carefully and intelligently, noting all precautions.
Note the MSDS (Material Safety Data Sheets) precautions for each chemical. Do not add to, omit
or change any of the directions unless your teacher instructs you to do so.
3. Know the location of the Chemical Safety Policy and the MSDS. These include handling
precautions, disposal techniques and other pertinent information as noted on the MSDS for each
chemical.
4. Do only the experiments assigned or approved by your instructor. Unauthorized experiments
are prohibited.
5. Read the label to be sure of the contents and information provided by the MSDS. Do not use
any chemicals stored in unlabeled bottles.
6. Throw all solids and paper to be discarded into the chemical waste jar or other location
directed by the teacher. Discard chemical waste as per MSDS instructions. Follow directions for
recycling products of your experiments per directions from your instructor.
7. Never discard matches, filter paper or any other slightly soluble solids in the sink. Please clean
the sink at the end of each lab.
8. Know the location of the eye wash, hood, blanket station, and the laboratory evacuation exit
procedure. In the rectangle on the other side of this page, diagram the lab area noting the
locations of all safety equipment, exits, fire alarms, etc. Note the location of the Chemical Safety
Plan and MSDS envelope for experiments.
9. When working with corrosive materials, goggles, gloves and lab aprons must be worn throughout
the lab period until ALL your classmates have completed the lab and the chemicals are safely
stored. The rule for goggles is simple: If the instructor has them on, you should have them on, even
if you have completed your experiment.
10. Do not touch chemicals with your hands.
Important addition: The internet, and YouTube in particular, may contain extremely hazardous
videos that include explosions, fire and even bombs. Parents, please monitor your children
carefully to be sure they never attempt to perform any at-home experiments- they can lead to
severe injury or death.
8
11. If acid or another corrosive chemical is gets in your eyes, wash with water for at least 15
minutes. Notify your instructor immediately.
12. Never taste a chemical solution.
13. No food (including candy or gum) or drink is allowed in the laboratory.
14. Sports cap drink bottles may be allowed (at teacher’s discretion) but may not be used during
laboratory activities using chemicals. Never have a water bottle at a lab station.
15. When observing the odor of a substance, do not hold your face directly over the container.
Fan a little of the vapor toward you by sweeping your hand over the top of the container.
16. Allow ample time for hot glass to cool. Remember that hot glass looks like cool glass.
17. Report any accident, even a minor injury, to your instructor.
18. Long hair must be tied back securely.
19. Never return unused material to stock bottles. Do not put any object into a reagent bottle
except the dropper with which it may be equipped.
20. Keep your apparatus and work area organized. Avoid spillage, but if you do spill something,
clean it up immediately using proper technique. Put your own equipment into your drawer and/or
return any special apparatus to its proper place at the end of the period.
21. During clean-up time, attend to your assigned area duties. All duties must be completed before
leaving the laboratory. Wash hands thoroughly with soap at the conclusion of each lab.
22. Respect your equipment and fellow laboratory workers.
23. Handle all spring-loaded and projectile devices with extreme caution to prevent accidental
release or discharge.
24. Back packs and book bags must be stored under your table or on your chair out of the aisles to
accommodate proper egress from the lab/classroom.
25. Students are not to work in a laboratory unless an instructor is present. All student
experiments are to be done under the direct supervision of an instructor.
26. Open toe shoes/sandals and loose fitting clothing or jewelry are not permitted during
specifically designated laboratory activities. Your instructor will notify you in advance of the
activity.
27. Science department regulation states that safety goggles (flexible plastic with ventilating
ports for chemical splash and glass breakage standard) must be worn by all students, teachers and
9
visitors in the laboratory during work periods including clean-up time in accordance with State
Statute.
Science Department Policy and State Statute:
“Any person who is working, teaching, observing, supervising, assisting or engaging in any work,
activity or study in a public or private elementary or secondary school laboratory or workshop
where the process used tends to damage the eyes or where protective devices can reduce the risk
of injury to the eyes concomitant with such activity shall wear an eye protective device of
industrial quality in the manner in which such device was intended to be worn.”
In order to maintain a safe working environment, teachers are required to remove from the
classroom any student out of compliance.
I HAVE READ THE ATTACHED SAFETY RULES AND HAVE BEEN PRESENT WHEN THEY WERE
DISCUSSED IN CLASS OR DIRECTLY WITH MY SCIENCE TEACHER.
_____ YES, I HAVE ALLERGIES/SENSITIVITIES:
Print Name ______________________
Student Signature _____________________Period ______________________
Instructor _________________________ Date _______________________
I HAVE READ AND DISCUSSED THE LABORATORY SAFETY RULES WITH MY CHILD.
Parent Signature __________________________ Date _______________
10
Name______________________________ Period_________
Chemistry Dr. Brielmann
Student survey
Parent/guardian names:________________________ ___________________
Your email address (please write neatly):_______________________________
What Science courses have you recently taken?
Year____________________ Course ________________Teacher________
Year____________________ Course ________________Teacher________
Please fill out the following table:
Very Interested
Interested
neutral
Not interested
Definitely
not interested
I am concerned about the environment
I am concerned about meeting America’s future energy needs
I am curious about hydrogen as an energy source
I would like to know how a battery works
I would like to learn about nuclear power
I am considering a career in medicine
I would like to learn about the chemistry of steroids
I like to watch stuff explode
Do you have internet access at home? Yes / No. Can you access the internet at school? Yes / no
Do you have interned access on your cell phone? (It’s ok if you do)
What do you plan to do after high school?
What colleges or universities are you applying to?
Tell me a little about yourself.
11
Notebook Check
Throughout the school year your notebook will be checked weekly to help keep you organized, and
to keep you from falling behind. This notebook will be a valuable reference in college, and I
encourage you to hold on to it. It is critical, however that you do not share it with any students who
may be later taking this course. Aside from the fact that it is considered cheating, it means they
will not get the opportunity to discover any of the concepts and ideas for themselves.
Your notebook will generally be collected on Fridays, and will be returned on Mondays. It will also
be randomly collected during the year to help you keep it up to date, and for periodic grading of
labs and worksheets. Please do your best to keep everything organized and follow these rules-
1. Make the front page your notebook check page, always. Reinforce the 3 holes.
2. Insert chapters, tests, and all class handouts chronologically: chapter 1 on top, chapter 15
at the end.
3. Do not use pockets. Everything must be punched and in the binder.
4. Complete all assigned worksheets and slides for credit.
5. Have the notebook opened to your completed homework assignment at the beginning of
each class to receive credit.
On the following page is your schedule for notebook checks. Please keep it at the front of your
notebook so I can find it easily.
12
Notebook Check Schedule: Please make this the first page in your notebook, always. Reinforce each
of the 3 holes.
Date Score Comments
13
Chemistry Chapter 1: Introduction to Chemistry
How I got Hooked on Chemistry
In 1979 I took a course at the University of Connecticut called Advanced Organic Chemistry. Our
Professor was Sam Huang, who gave us instructions on the first day and then we rarely saw him
again. We were told we had to complete three experiments:
1. Identify an unknown pure chemical sample
2. Purify and identify 2 unknown chemicals in a mixture
3. Create a new chemical
He gave each of us a vial with a liquid or a powder in it. We had three weeks to identify it. Mine was
a shiny white solid. Under a magnifying glass it appeared as flat white plates. It melted sharply at
212 degrees Celsius. A big clue was discovered when I placed it under ultraviolet light- it glowed
with a bright blue color. With this information I was able to correctly identify the solid as
Anthracene, a constituent of coal.
Next, he gave each of us another vial. We were told it was a mixture of two chemicals. We had
three weeks to separate and identify them. This time the vial had a dull
white powder in it. I watched as my lab partners set up complex
chromatography and distillation devices and began tedious separations of
their mixtures. Ugh. Under a magnifying glass two distinct crystals could
be identified- needles and plates. It took a couple days, but I was able to
separate my mixture using a pair of tweezers and the magnifying glass, and identify each sample.
Finally, we had the rest of the semester to make a new chemical. I got so excited about this one
that I skipped spring break and spent it at the library. Yes, I had become a science nerd, big time.
It was my first time reading real accounts of chemical research and I found it fascinating. Here
people were creating chemicals to treat cancer, make bulletproof plastics, all sorts of projects
…but what really interested me was the field of natural products- the study of natural, not man-
made, chemicals. I found a research paper where the individual chemical that creates the main
flavor of pineapples and strawberries was created in the lab. It was called furaneol, and I decided
I would make my own version of it with a slight chemical change designed to give it a sweeter taste.
The initial experiments were a disaster. There were chemicals I needed that weren’t in the
stockroom. My lab partners were goofing off while I was working with dangerous
chemicals. And soon the deadline was approaching, but in the end I managed to
make a small amount of a white solid, and the spectroscopic data matched the
chemical structure. I realized that with enough effort any chemical one could
imagine could eventually be made, and it seemed to me this was a powerful tool. I
changed my major from biology to chemistry, and two years later I had my first
job making chemicals designed to study cancer.
In this class each of you will be given a similar opportunity to explore, imagine, and create using the
chemical skills and knowledge from this class. In your first hands-on experiment you will be asked
to create an artistic design using some safe, simple ingredients. By the time this class is near
complete you will be ready to identify unknown samples and safely perform your own initial chemical
research in a field of your choice.
Our first chapter: Introduction to chemistry, will follow the following tentative schedule:
Day 1: Introduction to Chemistry
Introductions, hand out packet, water into wine demonstration, whoosh bottle
demonstration, class picture, class rules.
Anthracene
O
OH OH
furaneol
14
Homework: Get safety agreement signed by parents. Read “How I got hooked on
chemistry”. Bring in 3 ring binder, pencil, and calculator
Day 2: Chemical Rainbow Lab
Notebook check, Homework check.
Homework: Complete chemical rainbow lab. Prepare for notebook check
Day 3 :Activity: The Periodic Table of Our Class
Notebook check, homework check, distribute class pictures.
Homework: Work on Periodic Table of our Class Posters; due date to be assigned in
class. Complete Unit 1 Slideshow assignment on Chemistryadventure.com
Day 4: Slideshow: Introduction to Chemistry
Notebook check, collect Periodic Table of Our Class Posters.
Homework: Complete Introduction to chemistry worksheet (WS 1.1) and Introduction
to chemistry worksheet (WS 1.2)
Day 5: Review
Homework: Complete how to ace your first chemistry test worksheet; study for test.
Day 6: Test- Introduction to Chemistry
15
Day 1: insert flammability lab
Name: ___________________________________Period: _____ Lab1.1
The Periodic Table of Our Class
30 Points
Introduction: One of the biggest scientific discoveries occurred during the time of our civil war,
when it was eventually determined that the universe consists of only about one hundred elements,
and that they exhibit highly organized, periodic behavior. For example, elements number 2, 10, and
18 are inert and stable, while elements 3, 11 and 19 ignite when placed in water. Your task is to
discover a similar periodicity for the students in this class.
As an added challenge, three dimensional tables earn five bonus points.
Directions: A form will be passed around in class to gather information about each student, and
each of you will get a copy. Use this information to create an informative periodic table or our
class.
Grading will be based on:
10 points neatness: a superior poster has the same level of neatness as the periodic table in
our classroom
10 points clarity: Obvious patterns exist throughout the table. The key is clear and brief,
and like the periodic table, all organization is “global”, not “local”. This means that the
patterns are throughout all rows and columns , not within each row and column. Ask me if you
still aren’t clear.
10 points utility: A great class periodic table quickly shows obvious trends. For rectangular
tables, the corners should show extremes. For example, one corner may show the oldest,
most quiet student, and the opposite corner is the youngest, loudest student.
This assignment must be completed and turned in on the date assigned.
1. You are an element. Fill in the information below and copy it on to the board. Name Element
Name
Element
Symbol
(Capitalize
first letter
Age in
days
(16
years
=5840;
17
years =
6205
Height
in
inches
Astrological
Sign
Choose one:
Boring
Nerd
Interesting
fascinating
Wild child
How
loud
are
you?
Quie
t
Mode
rate
Loud
Reall
y
loud
How
smart
are
you?
Brain
dead
Not
smart
Smart
Really
smart
Brillian
t
Favorite
musical
style
Rock
Punk
Grunge
Rap
Hip hop
Other:
Dr. B Beeenium Be 18,396 67 taurus nerd mode
rate
smart rock
16
3. Based on this information create a periodic table of our class. Note that the periodic table
shows patterns for both rows and columns. Be sure to refer to the scoring guide and directions
while creating your periodic table of the class.
17
Name ____________________________ Period_____________ lab 1.2
Chemical Rainbow Experiment 14 Points
Objective; Use the materials listed below to create a visually stunning display that shows as many
layered colors as possible. Be sure to provide a repeatable procedure so that anyone in the class
could repeat your experiment.
This is our first chemistry laboratory experiment. It is designed to let you discover that
1. Chemistry is fun!
2. A good experimental procedure can be repeated by anyone
3. Understanding physical properties such as solubility, density, and viscosity allow us to
predictably manipulate chemicals.
You will receive one point for each separate layer of color, and five points for a repeatable
procedure. The effort and reproducibility of your lab report (this paper) are also worth 5 points.
The group that creates the largest number of separate layers gets 5 bonus points. There may be
additional bonus points for creating other solutions- listen to the instructions.
Materials (May vary)
Corn syrup
Shampoo
Strawberry syrup
Corn oil
Mineral oil
Water
Sugar
salt
graduated cylinders
Food coloring
Clear cups
Watch glasses
Here are things we tried, and the results:
We tried: Results:
Here is our final repeatable procedure to create a _____-layer rainbow (create a clear numbered
list):
18
Discussion
Solubility is the ability of one solution to dissolve in another.
Example: Oil is insoluble in water
Density is the mass of a substance for a given volume
Example: Water has a density of 1 gram per milliliter; air is much less dense (0.001
g/mL)
Viscosity is the resistance of a substance to flow.
Example: Honey has a greater viscosity than water.
Questions
1. Give an example of two substances in your experiment that are form an insoluble mixture
(2 layers): ______________ and ____________. The sample with greater density
is_________.
2. In this experiment, how does the density of your substance affect the results?
_____________________________________________________________________
____
3. Is it possible for samples with a big difference is density to be soluble in each
other?_______
4. Two samples that are insoluble in each other can be made to form two layers, at least for
a while, if they have a large difference in solubility/density/viscosity (circle one).
Score: ____/4 layers + ____/5 for repeatable procedure + ___ bonus points + _____/4
questions= ________/14 points
19
1
Introduction to
Intro video
20
21
22
23
24
25
18
10. The big question: What is everything made out of?
2. W
hat
is
chem
istr
y?7
. The scientific m
ethod
1. W
hy
is c
hem
istr
y aw
esom
e?
4. What do chemists do? 5. What do chemists look like?3. What is matter?
6. B
ranches of ch
emistry
8. Quantitative and Qualitative data 9. Precision vs. accuracy
10. The big question: What is everything made out of?
9. Precision vs. accuracy
Marie Curie1903, 1911radioactivity
Irene Curie1935
neutron
Barbara McClintock1983 DNA
Dorothy Crowfoot Hodgkin1964B12
Richard Schrock 2005 catalysts
NameThat
scientistEnd Unit 1
26
WS1.1
Name_____________________________Period____________
What is Chemistry? Worksheet
Introduction: For this school year we will be investigating chemistry
together. Perhaps we should start by thinking about the word.
chemistry
What thoughts does it bring to mind?
One place to get a feel for a real world definition is to Google it. One of the first things that
comes up is, well, dating sites. Chemistry seems to imply a proper mixing of things, which is nice.
Others who have had exposure to it before think of strange topics like the mole, and labs where
mixing things creates strange colors and smells.
Hopefully by now you have learned by now that chemistry is the study of matter. This means
chemists such as yourself want to know not only what everything is made out of (our essential
question for the year), but also how to mix things together to create new substances. The mixing
part is fun, but finding out what everything is made out of can also be exciting. For example, a
natural products chemist in 1962 isolated an extract from a simple pine tree (the pacific yew) that
contained the chemical taxol, now used extensively for the treatment of many forms of cancer.
The word chemical also seems to have two definitions- the one that scientists use, and the way
everyone else thinks about it. We will always use the scientific definitions, but it would be
unrealistic not to consider other viewpoints. Scientists consider be a chemical to a pure substance.
Any pure substance. Water, for example. But out in the world, most people think of chemicals as
substances that are BAD for you.
Please answer these questions to the best of your ability.
1. What is chemistry?
2. What do chemists do?
3. List 10 chemicals:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
27
28
WS1.2
Name___________________________________Period____________
Introduction to Chemistry Worksheet
Xiaozhang Zheng (his American friends call him Zang) is a friend of mine that worked
for Neurogen, a small biotech company in Branford, Connecticut. Unfortunately they
went out of business in 2008. He is a chemist that was part of a team working to
develop a new pill for relieving pain. As of 2008 this medicine is in phase II clinical
trials. The medicine is known currently as MK-2295, and it works in a brand new
way, by docking into a receptor known at TRPV1.
Here is your at-home homework assignment. Use the internet to answer these
questions.
1. Describe the purpose of each of the FDA (US Food and Drug Administration) phases for
experimental drug clinical trials:
Phase I:
Phase II:
Phase III:
Launch:
2. What is the status of MK-2295?
Hint- you may want to try the following websites:
http://clinicaltrials.gov/ct2/show/NCT00387140?term=mk+2295&rank=1
and
http://clinicaltrialsweb.blogspot.com/2008/03/caution-recommended-following-study-
on.html
On a typical day my friend Zang arrives to work in the morning, has a cup of tea, and does a
computer search for any important scientific updates that relate to his field. Then he goes into the
lab and checks on any chemical reactions that have run overnight to see if they are complete. To do
this he will pull out a small sample (an aliquot) and have them analyzed on some instruments in a
nearby lab. Then he will start some new chemical reactions to make some more research drugs for
testing. Those that are complete he will take over to a nearby building where they will be tested on
some animal cell lines to see if they are effective, and safe. As the reactions are cooking he will
prepare some stock aqueous solutions that he routinely uses during the day. Before he leaves at the
end of the day he will draw some of the molecules he is planning for the next day on his computer
and the computer will predict whether those compounds are likely to be safe, effective, and
whether anyone else has made them before.
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Use your class notes to answer the following questions:
1. When is Zang acting as
A. A computational chemist?
B. A medicinal or organic chemist?
C. An inorganic chemist?
D. A biochemist?
E. An analytical chemist?
2. Which data is Zang likely to consider more important, the predictions from his computer, or the
results of his animal cell lines? Why?
3. Is there any time during Zang’s research when he is not working with matter? Provide an
example.
4. Give an example of a time when Zang is involved in a science that is more applied (less basic) than
chemistry.
5. What is an aliquot?
6. Draw the OHEC cycle for the scientific method, and include an example from Zang’s work for
each step that shows the scientific method in action.
7. When testing his chemical Zang will compare his reaction mixture to authentic samples of both
his starting material and his desired product to be sure things are going according to plan. Which
sample acts as a positive control?
Which sample acts as a negative control?
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Name___________________________________ Period___________ howtoaceit1
How to Ace your First Chemistry Test
Test 1 Unit 1: Introduction to Chemistry
In this our first unit we were introduced to the world of chemistry. We began by asking ourselves
what chemistry is, and what chemists do. As an example we showed how small chemicals can make
large differences in color during the “water into wine” demonstration. We created a “Periodic Table
of Our Class” to show how properties may be categorized. We also performed a solubility lab to
introduce ourselves to observing and comparing the physical properties of some liquids. We then
explored the branches of chemistry, and how chemistry fits in with the other sciences.
We wrapped things up by reviewing a brief version of the scientific method, and the difference
between accuracy and precision. In unit 2 we will explore data- how it is collected, and how it is
analyzed.
I’m sure you would all like to ace your first chemistry exam. Here’s how.
1. Test yourself on the topics below.
2. Review this packet in its entirety. Be familiar with each of the 10 topics that were
covered in the powerpoint presentation.
3. Write down what you don’t know yet. If you don’t know something, ask a friend or ask me.
4. If you are missing anything it may be available on the class website:
http://www.chemadventure.com
note that the in-class material may be more recent than the website. This exam is
based on in-class material.
Topics:
1. What is chemistry?
Chemistry is____________________
2. What is matter?
Matter is_____________________
3. Branches of chemistry: organic, inorganic, analytical, medicinal, forensic,
Physical
a. organic:
Organic chemistry is____________________
b. inorganic:
Inorganic chemistry is___________________
c. analytical:
Analytical chemistry deals with____________________
d. medicinal:
Medicinal chemistry deals with___________________
e. forensic:
Forensic chemists are all about__________________
f. physical:
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A physical chemist is only concerned with_____________________
In a physical change, ____________________________________
4. The Scientific Method (OHEC):
5. Controls- negative and positive
Negative controls ________________________. Example:_____________
Positive controls _____________________________
A control is a __________________________________
6. Pure vs. applied science
1.___________2.___________ 3.__________ 4. ___________ 5.__________
7. Qualitative and quantitative data
Easy: Quantitative data involves_____________
8. Accuracy and precision
Accuracy:___________________ Precision:_______________
9. Safety in the lab: where is the safety equipment?
10. What are meant by the terms solubility, viscosity, and density, and what how do they influence
the mixing of solutions?
11. About how many elements are there, and what sort of periodic behavior do they have?
12. Level 1 only: You are responsible for the material covered in the “in the news”
presentations. You should also be familiar with the work of
Marie Curie :
Irene Curie :
Dorothy Hodgkin :
Barbara McClintock:
and Richard Schrock.
Finally, for all students: Consider the positive and negative impact of chemistry on
society.
32
Additional topics 2008
13. Use words to complete the following chemical equations
Methanol + ____________ ____________ + ______________
Propanol + _____________ ___________ + ______________
Magnesium + __________ _______________________
14. A yellow and a red solution are slowly combined. They form 2 fairly distinct layers with
the red layer on the bottom. However when stirred they form one orange layer. What is
going on in terms of density, viscosity, and solubility?
Density:
Viscosity:
Solubility:
15. What is wrong with this chemical symbol:
HB