A material's density is defined as its mass divided by its volume. Put another way, density is the ratio between mass and volume or mass per unit volume. It is a measure of how much "stuff" an object has in a unit volume (cubic meter, cubic centimeter or milliliter).
Density is essentially a measurement of how tightly matter is crammed together. The principle of density was discovered by the Greek scientist Archimedes, and it is easy to calculate if you know the formula and understand its related units.
In studying density, it can be helpful to work a sample problem using the formula for density, as mentioned in the previous section. Recall that though density is indeed mass divided by volume, it is often measured in units of grams per cubic centimeter because grams represent a standard weight, while cubic centimeters represent the volume of the object.
For this problem, take a brick of salt measuring 10.0 cm x 10.0 cm x 2.0 cm, which weighs 433 grams. To find the density, use the formula, which helps you determine the amount of mass per unit volume, or:
ρ = m / v
In this example, you have the dimensions of the object, so you have to calculate the volume. The formula for volume depends on the shape of the object, but it's a simple calculation for a box:
v = length x width x thickness (height) v = 10.0 cm x 10.0 cm x 2.0 cm v = 200.0 cm3
Thus, the density of the salt brick is 2.165 g/ cm3
WHEN DO WE USE DENSITY?
One of the most common uses of density is in how different materials interact when mixed together. Wood floats in water because it has a lower density, while an anchor sinks because the metal has a higher density. Helium balloons float because the density of the helium is lower than the density of air.
When your automotive service station tests various liquids, like transmission fluid, it will pour some of the fluid into a hydrometer. The hydrometer has several calibrated objects, some of which float in the liquid. By observing which of the objects float, the service station employees can determine the density of the liquid. In the case of transmission fluid, this test reveals whether service station employees need to replace it immediately, or whether the fluid still has some life in it.
Density allows you to solve for mass and volume if given the other quantity. Since the density of common substances is known, this calculation is fairly straightforward, in the form. (Note that the asterisk symbol—*—is used to avoid confusion with the variables for volume and density, ρ and v, respectively.)
The change in density can also be useful in analyzing some situations, such as whenever a chemical conversion is taking place and energy is being released. The charge in a storage battery, for example, is an acidic solution. As the battery discharges electricity, the acid combines with the lead in the battery to form a new chemical, which results in a decrease in the density of the solution. This density can be measured to determine the battery's level of remaining charge.
Density is a key concept in analyzing how materials interact in fluid mechanics, weather, geology, material sciences, engineering, and other fields of physics.
USING THE FORMULA TO CALCULATE THE VOLUME OR MASS OF AN OBJECT
Given ρ = m / v, you can calculate the mass or the volume of an object by readjusting the formula
vρ = m (calculating for mass) m / ρ = v (calculating for volume)
Chemistry is the study of matter, its structure and composition. Chemistry studies how matter interacts with each other and the changes that take place during those interactions. Matter is any substance that is made up of atoms, occupies space and has a volume. Is your skin matter? What about the food in your fridge? What about ENERGY coming from the sun? (think carefully about this one)... Air, is air matter? How can you demonstrate that air is matter? Could you design an experiment to support your opinion? Volume is the space occupied by matter. Which has a bigger volume: your notebook paper or your pencil? Why?
DISCUSSION QUESTIONS:Be ready to answer these questions when we meet online and I randomly select students to answer them.
What is Chemistry? What property of water allow insects to walk on water?
DISCUSSION QUESTIONS:Be ready to answer these questions when we meet online and I randomly select students to answer them.
What are the steps of the Scientific Method? How many elements have been isolated? How are elements organized and where?
What is Matter? Remember the question about air? Did you plan an experiment to demonstrate that air is matter (or not)? Watch the video.
DISCUSSION QUESTIONS:Be ready to answer these questions when we meet online and I randomly select students to answer them.
Why are the states of matter? Provide two examples for each. Describe the experiment that demonstrated that air IS matter.
When people think of Chemistry, they think about chemicals. So, what is a chemical? Matter, of course! But, is EVERYTHING a chemical? Think. A chemical is a substance (matter) that has a definite composition which means that such substance will always contain the same number and the same type of atoms in the same proportion by weight. For example, a molecule of water, H2O will always contain two atoms of hydrogen and one atom of oxygen.
DISCUSSION QUESTIONS:Be ready to answer these questions when we meet online and I randomly select students to answer them.
Can you guess the type and number of atoms in a molecule of glucose, C6H12O6? What about H2O2?
DISCUSSION QUESTIONS:Be ready to answer these questions when we meet online and I randomly select students to answer them.
What does "organic" mean? What are nutrients? What is "manure" :) ? Can you think of six types of "inorganic matter"? What are molecules?
BRANCHES OF CHEMISTRY Chemistry has several branches of research and study. When I was in college, one of the most difficult classes I took was Organic Chemistry (What does organic mean again?). The key to succeeding in that class was daily studying and practicing the work.
DISCUSSION QUESTIONS:Be ready to answer these questions when we meet online and I randomly select students to answer them.
Name and provide a description of the 5 branches of Chemistry.
SCIENCE VERSUS TECHNOLOGY Many people think that science and technology are the same thing. The goal of science is the pursuit of knowledge while technology is the application of science.
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DISCUSSION QUESTIONS:Be ready to answer these questions when we meet online and I randomly select students to answer them.
Provide 3 definitions of "science." What does "science" mean? What are the assumptions we need to make in order to do "science"
What is "technology"? How can technology be used to help scientists to do "science"?
THE SCIENTIFIC METHOD
You have been introduced to the Scientific Method in previous science class. This section is a brief review to trigger your memory. Progress in science comes as a result of planned investigations that use specific steps to test ideas and observations by obtaining data that can be used to analyze the results of those tests. Those specific steps are found in the Scientific Method.
DISCUSSION QUESTIONS:Be ready to answer these questions when we meet online and I randomly select students to answer them.
What are the steps of the Scientific Method?
Have you used the scientific method in the past? Give an example.
GREAT JOB, GRIZZLIES!
Now, watch the last video, put your dancing shoes on and exercise with "Technology" :)
Essential Question:How do we obtain scientific knowledge and progress?
Learning Objective:Scientific knowledge and progress is achieved through collaboration, communication, grants, research and funding within the scientific community.
SWBAT:
Define and provide examples of "scientific phenomenon"
investigate how scientific progress is a team effort based on research and supported by grants and funding
During a Chemistry lecture class, you noticed that students were yawning a lot. You concluded that the reason for so much yawning was because the students were bored. Is this a logical, plausible explanation? Why? Why not?
Put your scientific hat on and provide several possible explanations for this "cause and effect" example.
What could you do support your "explanation"?
SCIENTIFIC PHENOMENON:
A phenomenon is an observable event.
Phenomenon should drive you to inquire about the causes and effects of your observation.
Phenomenon allow you to draw conclusions (to infer) that will explain the observation (the phenomenon). Why? How? How often? etc...
Watch this video.
https://www.youtube.com/watch?v=OM-LQQr-9Gc
What conclusions can you draw from your observations that will explain this phenomena? Provide specific details.
The work of scientists start when a phenomenon is observed. This observation will drive scientists to conduct scientific research in search for evidence that will provide knowledge about the observation.
"Today’s scientists rarely work alone. Rather, most scientists collaborate with one another as part of a group effort, no matter the setting. The majority of research scientists work either for a company such as DuPont Chemical Company in Wilmington, Delaware or for one of many universities, such as the California Institute of Technology.
Working as part of a group has many advantages. Most scientific problems are so complex and time-consuming, that one person could not hope to address all of the issues by himself or herself. Instead, different members of a research group are each tasked with a particular small aspect of a larger research problem.
Collaboration between members of the group is frequent. This occurs informally in the laboratory on an everyday basis. Research groups typically have regular meetings where one or more members of the group may give a presentation to the others on the status of the research that they are doing. Progress normally occurs in small steps rather than grand, sweeping discoveries, and that progress is helped along by the teamwork that comes from working as part of a group." CK-12
Textile chemistry is a highly specialized field that applies the principles of chemistry to the production of textiles, such as those used in clothing, furniture, tire yarn, air bags, and much more. Textile chemists may create new products to meet specific market needs or modify existing products to become more generally marketable.
Textile chemistry can be divided into three overlapping areas: dyeing and finishing chemistry, fiber and polymer chemistry, and a newer area that intersects with materials science and involves the blending of different textile materials. In the textile industry, chemists work in research and development, process development, process modification, technical services, environmental testing, and dyeing and finishing operations.
The study of textile chemistry begins with the knowledge of fibers, both natural and synthetic. Because polymeric synthetic fibers are such an important part of today's textile business, the field includes many chemists who are trained in polymer chemistry. The dyeing and finishing aspects of textile chemistry require an understanding of both organic chemistry and surface chemistry.
The interaction between textile chemistry and materials science is also increasing. Textile chemistry includes the application of the principles of surface chemistry to processes, such as dyeing and finishing. It also encompasses organic chemistry in the synthesis and formulation of the products used in these processes.
When you watch television, use a computer, ride in a bus, train, or plane, you are using plastics. When you go to the doctor’s office or hospital or shop at the grocery store, you again are relying on plastics.
So where do plastics come from … and just what are they?
Plastics are derived from materials found in nature, such as natural gas, oil, coal, minerals and plants. The very first plastics were made by nature—did you know that rubber from a RUBBER TREE is actually plastic?RUBBER TREEhttps://www.youtube.com/watch?v=5iTz9yN4v4k
Interest in making plastics arose in the 1800s to replace scarce materials such as ivory and tortoise shell. The first synthetic plastics were derived from cellulose, a substance found in plants and trees. Cellulose was heated with chemicals and resulted in a new material that was extremely durable.
The raw materials for today’s plastics come from many places (some even use salt!), but most plastics can be made from the hydrocarbons that are readily available in natural gas, oil and coal.
All plastics are composed of carbon atoms connected to one another in a chain-like structure, with mostly or exclusively hydrogen atoms attached to the carbon atoms. Gasoline, candle wax and plastics all have this same structure; gasoline has about 8 carbon atoms connected together, candle wax about 30 carbon atoms and a plastic on the order of 10,000 carbon atoms. Plastics, when stretched, will stretch some without breaking but also do not return to their original dimensions when the stretching force is removed. Some plastics stretch a great deal without breaking, e.g. plastic wrap, while some do not, e.g. plexiglass. This stretching property is because of the long carbon atom chain.
Plastics, when stretched, will stretch some without breaking but also do not return to their original dimensions when the stretching force is removed. Some plastics stretch a great deal without breaking, e.g. plastic wrap, while some do not, e.g. plexiglass. This stretching property is because of the long carbon atom chain.
The chemistry of plastics can be complex, but the basics are straightforward. Plastics are simply chains of like molecules called monomers linked together. These chains are called polymers. This is why many plastics begin with “poly,” such as polyethylene, polystyrene, and polypropylene. Polymers often are made of carbon and hydrogen and sometimes oxygen, nitrogen, sulfur, chlorine, fluorine, phosphorous, or silicon.
Although there are many polymers, plastics in general are lightweight with significant degrees of strength. Plastics can be molded, extruded, cast and blown into seemingly limitless shapes and films or foams or even drawn into fibers for textiles. Many types of coatings, sealants and glues are actually plastics, too.
Essential Question:What are some of the contributions of chemistry to solving environmental contamination problems ?
Learning Objective:Chemistry helps the environment by searching for new methods of developing new techniques and materials, removing and decontaminating harmful products.
SWBAT:
Investigate the effect of harmful environmental products such as lead and mercury poisoning
Learn of ways in which chemists search for alternatives to replace harmful chemicals
Discover the tools chemists use to analyze environmental pollutants
The periodic table is made up of 118 elements. Some of those elements are extremely harmful to the environment and life forms. Unfortunately, we are exposed to some of these dangerous elements. Most of us are unaware of the these exposures.
The work of environmentalists, politicians, scientists and world-wide volunteers in association with the media is making the public aware of some of the most important environmental issues we are facing and urging people to take action.
Mercury is a toxic metal that's dense enough that it can be absorbed into your body directly through your unbroken skin. The liquid element has a high vapor pressure, so even if you don't touch it, you absorb it via inhalation.
Your biggest risk from this element isn't from the pure metal—which you can readily recognize on sight—but from organic mercury that works its way up the food chain. Seafood is the best-known source of mercury exposure, but the element is also released into the air from industries, such as paper mills.
What happens when you meet up with mercury? The element damages multiple organ systems, but the neurological effects are the worst. It affects memory, muscle strength, and coordination. Any exposure is too much, plus a large dose can kill you.
Lead is (Links to an external site.) a metal that preferentially replaces other metals in your body, such as the iron, calcium, and zinc you need to function. In high doses, lead exposure can kill you, but if you're alive and kicking, you're living with at least some of it in your body.
There's no real "safe" level of exposure (Links to an external site.) to the element, which is found in weights, solder, jewelry, plumbing, paint, and as a contaminant in many other products. The element causes nervous system damage in babies and children, resulting in developmental delays, organ damage, and reduced intelligence. Lead doesn't do adults any favors either, affecting blood pressure, cognitive ability, and fertility.
Your assignment consists of a research paper. Follow all the instructions (written and verbal) on how to present the paper and the requirements to avoid having points deducted.
You can use the links I have provided in the lecture notes or do your own online research.
ASSIGNMENT AND REQUIREMENTS:
Write about 3 CHEMICAL environmental pollutants (Links to an external site.) . How are the affecting the environment? How are they affecting human and animal life? What are some solutions to this issue?
Each chemical pollutant must have a SEPARATE paragraph with a minimum of 5 full lines (5 points)
Write the questions in red and the answers BELOW the questions in black (1 point)
Each element must have a SEPARATE paragraph with a minimum of 5 full lines (5 points)
Write the questions in red and the answers BELOW the questions in black (1 point)
EXAMPLE: Follow this example to answer both questions
Write about 3 CHEMICAL environmental pollutants (Links to an external site.) . How are the affecting the environment? How are they affecting human and animal life? What are some solutions to this issue?
TAKE THE QUIZ ON CK-12 AND WRITE THE ANSWERS YOU GAVE AS A SEPARATE ASSIGNMENT IN CANVAS
PART THREE: VIDEO
Watch the video FOUR in this section and write down 4 concepts you have learned from it.
WRITE COMPLETE SENTENCES - 8 POINTS
BERKELEY ENVIRONMENTAL CHEMISTRY LAB
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LEAD POISONING
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LEAD POISONING: WHY IS HAPENNIGN NOW
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ATMOSPHERIC + ENVIRONMENTAL CHEMISTRY WITH DR. JARON
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Grizzlies,
Take the Adaptive Practice quiz. .
In order for the quiz responses AND score to register in CK-12 you need to go all the way to the end and submit the quiz in CK-12.
Make sure you receive your quiz results and data in CK-12. Once you get those results, come to this assignment on Canvas
Write down the answers you gave
Write down how many points out of 10 you received.
Copy and paste this in the submission box. Then, fill in the required information.
ANSWERS:
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YOUR SCORE:
David Attenborough is an English natural historian that has dedicated his life to inform and educate people about our beautiful planet and the risks we are facing all losing it due to human intervention which include our overuse of chemicals, farming, fishing and overpopulation.
David is 94 years old and in his lifetime, he has "seen it all."
He is exposing the past, the present and the future in his documentary. He also presents a solution to our problem. All we need to do is change our ways.
ASSIGNMENT INSTRUCTIONS: After watching the video (Netflix), write a paper with the information I am asking below.
Your presentation should include
WHAT HAVE I LEARNED?: Write 3 paragraphs with 3 full lines each of a concept you have learned (6 points)
3 paragraphs with 3 full lines each
1 paragraph for each concept learned
2.WHAT AM I CONCERNED ABOUT?: Write 3 paragraphs with 3 full lines each about 3 issues that made you concerned (6 points)
3 paragraphs with 3 full lines each
1 paragraph for each concern
3. WHAT HAVE I LEARNED THAT MAKES ME HAPPY?: Write 3 paragraphs with 3 full lines each about 3 concepts that made you happy from the video (6 points)
3 paragraphs with 3 full lines each
1 paragraph for each concept that you have observed in the video that made you happy
4. WHAT ARE THE SOLUTIONS?: Write3 paragraphs with 3 full lines each about 4 solutions that David Attenborough talks about to solve Earth's problems. (6 points)
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