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CHE-101 Chemistry Lecture Outline

Q: What considerations are critical when rounding figures in calculations in chemistry, and how does this impact final results?

Rounding figures in calculations in chemistry involves critical considerations of significant figures, as they reflect the precision of measurement instruments and data accuracy. It is essential to round figures by considering the least precise measurement involved in a calculation, ensuring that the result does not imply false precision. Rounding rules differ based on whether the last digit is less or greater than five, which impacts the final outcome of calculations. This can affect the conclusions drawn from the data; hence, careful rounding ensures that results accurately represent their precision level. Misapplication of rounding can lead to significant errors, particularly in quantitative chemistry, where precise stoichiometric calculations are fundamental .

Q: How do physical and chemical properties of matter help in identifying and characterizing substances?

Physical properties, such as mass, color, melting point, and conductivity, describe a substance's characteristics without altering its identity. They are crucial for identifying substances and assessing their suitability for specific applications without causing changes to the substance itself. Chemical properties, such as reactivity with acids or flammability, involve changes that transform the substance into different compounds. These properties are critical for characterizing materials based on their potential chemical reactions. Together, understanding these properties allows scientists to identify substances, predict their behaviors under various conditions, and use them appropriately in chemical processes or products .

Q: Why is the distinction between elements and compounds important in the study of chemistry?

Distinguishing between elements and compounds is fundamental in chemistry as it aids in understanding the composition and behavior of matter. Elements are pure substances that consist of only one type of atom and cannot be decomposed into simpler substances by chemical means. In contrast, compounds are composed of two or more different types of atoms chemically bonded together and can be broken down into simpler elements through chemical reactions. This distinction is crucial for forming the basis of chemical nomenclature, stoichiometry, and reactions understanding. Recognizing whether a substance is an element or a compound influences how chemists study its properties, analyze its interactions with other substances, and decide on methods for its separation and analysis .

Q: How does the concept of density assist in determining the purity and identification of substances?

Density, defined as mass per unit volume, is a critical property for identifying substances and assessing their purity. Since density is an intrinsic property, it is independent of the amount of substance present, making it a reliable parameter for characterization. Various materials and substances have unique density values, allowing chemists to compare these values against known standards to determine the identity of a substance or verify its purity. For example, a solution can be tested for its concentration by comparing its density with that of a pure solvent. Also, the presence of impurities typically alters the density of a pure substance, allowing density measurements to reveal potential contamination or inconsistencies with expected values .

Q: In what ways do dimensional analysis and conversion factors enhance problem-solving in chemistry?

Dimensional analysis, also known as the factor-label method, enhances problem-solving by providing a systematic approach to converting units from one system to another. It uses conversion factors, which are ratios derived from the relationship between different units, to navigate between measurements in scientific problems. This method ensures that equations remain balanced and that units are consistent, thereby reducing the risk of arithmetic mistakes. By keeping track of units throughout calculations, dimensional analysis helps chemists verify the correctness of their equations and results, leading to a better understanding of physical relationships in chemical systems .

Q: What is the significance of the variable nature of mixtures compared to pure substances in chemistry?

Mixtures differ from pure substances in that their composition can vary from sample to sample. Pure substances have definite properties and a constant composition, meaning that a given pure substance will have the same physical and chemical properties regardless of where it is found. In contrast, mixtures consist of two or more pure substances combined, each retaining its original properties, and they can be separated into those components. Mixtures are classified into homogeneous, which have a uniform appearance and composition throughout, and heterogeneous, which have a varied composition and appearance .

Q: Why are scientific notations essential in expressing large or small numbers, and how do they impact calculations in chemistry?

Scientific notation is essential for expressing very large or small numbers clearly and concisely. It allows numbers to be written in a form that reduces the complexity of dealing with many zeros, improving readability and reducing errors in calculations. Scientific notation expresses numbers as a product of a number (typically between 1 and 10) and a power of ten, which helps in performing multiplication and division operations efficiently. For instance, the distance to the Andromeda Galaxy or the radius of an atom can be expressed in scientific notation to manage these extreme scales conveniently. This clarity provided by scientific notation is crucial in chemistry for ensuring the precision and simplicity of computations across varying magnitudes known in chemical reactions and properties .

Q: What role does the understanding of chemical and physical changes play in analyzing matter in chemistry?

Understanding chemical and physical changes is crucial for analyzing matter because it provides insights into how substances interact and transform under different conditions. Physical changes involve alterations in the form or state of matter without changing its composition, such as melting or freezing. In contrast, chemical changes involve the transformation of substances into new materials with different compositions and properties, like rusting or combustion. By distinguishing between these types of changes, chemists can infer the nature of substances, predict reactions, and design processes or products based on the expected changes in materials' properties .

Q: Why is it critical to understand measurement uncertainty and how is it reflected in scientific practice?

Understanding measurement uncertainty is critical in scientific practice as it defines the reliability and precision of data collected during experiments. All measurements have some degree of uncertainty, often introduced by limitations in the measurement tool or human error. This uncertainty is crucial for interpreting data correctly and understanding the confidence level of experimental results. It is reflected in scientific practice through the reporting of significant figures and measurement error margins, which communicate the precision of the measurement tools used and the possible range of variation in the observed result. Acknowledging and calculating measurement uncertainty allows scientists to evaluate the validity and reproducibility of experimental outcomes, thus shaping confident scientific consensus .

Q: How does the identification of significant figures in measurements relate to precision and accuracy in scientific data?

Significant figures in measurements indicate the precision of a measurement, reflecting the level of confidence in the digits provided. The more digits recorded in a measurement, the more precise the measurement is considered to be. Significant figures include all certain digits plus one uncertain digit, which highlights the precision of an instrument used for measurement. Accuracy, in contrast, refers to how close a measurement is to the true value. While precision does not ensure accuracy, high precision and correct calibration can lead to accurate measurements. Understanding significant figures ensures that data is reported with clarity about its precision level, which is essential for reproducibility and confidence in scientific investigations .

The document outlines the CHE-101 course structure, including a discussion course (CHE110) for students needing additional support, and provides essential links to course materials on UB Learns. It covers fundamental concepts in chemistry such as matter, states of matter, pure substances, mixtures, properties of matter, measurements, scientific notation, uncertainty in measurements, significant figures, and units of measurement. Additionally, it emphasizes the importance of bringing necessary materials to class and provides guidelines for problem-solving and study strategies.

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CHE-101 Chemistry Lecture Outline

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CHE-101 Lecture Outline Chapter 1

Information NOT in Syllabus

CHE110DIS- Problem Solving in Chemistry: 1 credit Discussion course to assist in
developing problem solving skills for 101
 CHE110 SECTIONS A2 – A5 is recommended if:
1. It has been more than three (3) years since you took chemistry in high school or did not
take chemistry in high school.
2. Took SAT or ACT prior to March 2016, & Math score is ≤ 450 (SAT) or ≤ 23 (ACT).
3. Took SAT or ACT after March 2016, & Math score is ≤ 550 (SAT) or ≤ 23 (ACT).
4. Uncertain about your ability to solve general chemistry problems.

UB Learns Links
 Course Documents:
 Syllabus, Periodic Table, Equation page & Acceptable Unit Abbreviations
 Lecture Material:
 Instructor Folders: each instructor has a folder containing material for their classes.
• Dr. Gulde’s Lecture Material folder contains:
− Schedule: specific for Dr. Gulde’s class (contains PL-video info)
− Skeleton Outlines: helps take notes if you wish
− Topic Videos: YouTube videos I have found
• All Dr. Gulde’s PL-Videos are in the Lecture Recording area

 Achieve:
 Links to e-book & Hw (assignments ~1.5-2.5 hrs)
 Recommended: each night, work problems pertaining to material learned that day
 If can’t answer in 10 minutes or w/in 3-4 attempts, move on to next question, seek help
 Additional Problems: Extra problems for you to work on your own, answers are also posted
 Support: Contact info for support with Achieve, iClicker, Respondus and more
 Forms: Contains
 AR memo upload link
 Athlete upload link
 Makeup Exam Request links
 Extra Credit:

Please bring to EVERY class:

1. iClicker device
2. Outlines (UB Learns)
3. Calculator
4. Periodic table (UB Learns)

© 2024 S. Gulde. Reproducing and distributing this material is prohibited.

1
CHE-101 Lecture Outline Chapter 1

Matter & Measurement

You can fill in this portion of the notes by watching the Required Chapter 1 video
located in the Required Assignment area on UB Learns

What is chemistry?
 Chemistry - ________________________ and analyzing ___________________ and how it
________________________
 Also interested in the ____________________ associated with these change
 Matter - has ___________________ and takes up ____________________

 Atom – __________________________ building block of matter

 Molecules – ______________________________ atoms bonded together

States of Matter
 Defined by how atoms/molecules fill a container:
1. Gas – _________ fixed shape & _________ fixed volume
 _________________ conform to container, _________________________ fills it
 Atoms/molecules: ___________________________ & ________________________

2. Liquid –_ fixed shape but ___ fixed volume

 _________________ conform to a container, _______________________ fills it
 Atoms/molecules: _________________________________ & __________________

3. Solid – _ fixed shape & _ fixed volume

 _________________ conform to a container, __________ fills it
 Atoms/molecules: _____________ packed, _________________________________

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2
CHE-101 Lecture Outline Chapter 1

Pure Substances
 Pure Substances – have _______________ properties & a _______________ composition
 Composition __________________ vary from sample to sample

1. Elements – ______________ decompose into anything smaller

 Listed on Periodic Table (______known, ________ are natural)
• Represented by ________ letters (2nd letter ALWAYS _________________!)
- Carbon = ______
- Oxygen = ______
- Cobalt =______
CO = carbon monoxide
(______________________________________)

A. Atomic Elements: Elements made up of _ type of individual _______

 Each ball (atom) is __________________ from the others
Gold: Copper:

B. Molecular Elements: A FEW elements exist as ______________________

 Similar atoms ______________ together
 Diatomic molecules – ______ of the ___________ atom are ______________
• Only ________ exist, all are ____________!
• Natural state – how exist in nature
• Naming: O2: ________________________ or ________________
H2: ________________________ or __________________
Other elemental molecules: (Memorize)
• Ozone = ______

• _______

• ______

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3
CHE-101 Lecture Outline Chapter 1

2. Compounds – molecules of 2 or more ________________ elements that are

_____________________
 Combined in a ____________ ratio
• Water (__________) vs Peroxide (______________)

 ____________________ decompose into

respective _______________________

Mixtures
 Mixture – combination of 2 or more __________________________
 Mixtures ______________ pure! But _______________________ pure substances
• Each substance ___________________ their original properties
• Can ____________________ each substance
 ______________________ composition
• _______________ from sample to sample

 Types of mixtures
a) Homogeneous mixtures - ______________________ appearance & composition
• Ex: Air, sugar water
• Aka: __________________________

b) Heterogeneous mixtures - _______________________ composition & appearance

• Ex: Rocks, sand

© 2024 S. Gulde. Reproducing and distributing this material is prohibited.

4
CHE-101 Lecture Outline Chapter 1

Properties of Matter
1. Physical properties – describes ______________________ (by itself)
 Observed __________________________________ identify/composition

a. Intensive property - ________________ depend on how much of sample is present

b. Extensive property - ________________ depend on how much of sample is present

2. Chemical properties – describes _______________________ with OTHER substances

 How a substance _______________ / ________________ to form a new substance

© 2024 S. Gulde. Reproducing and distributing this material is prohibited.

5
CHE-101 Lecture Outline Chapter 1

Changing Matter
1. Physical Changes – alters ____________, not _________________
 ________________ substance before and after
• Ex. Change in _______________
 _________________________

2. Chemical Changes (AKA chemical reactions) – starting substance ___________________

to _____________ substance(s)
 ___________________ substance before and after
 Usually associated w/ ________________, ________________, or
___________________

Lecture Summary
 States of Mater: ______________/_________________/_________________
 Pure Substances: __________ composition
 Elements: _____ type of atom (_______________ / __________________)
 Compounds: ____ types of atoms
 Mixtures: ______________________ composition
 _________geneous vs _________geneous
 Properties:
 Physical: ______________________ vs ______________________
 Chemical
 Changes:
 Physical vs Chemical

© 2024 S. Gulde. Reproducing and distributing this material is prohibited.

6
CHE-101 Lecture Outline Chapter 1

Measurements
 Every measurement in science is described with a ___________________ and a __________

 12__________
Relationship:

 1 ____________

Numbers in Measurements
 2 types of numbers exist in science
1. Exact #’s – values are _________________ exactly
 Determined by:
• Counting: ______ pens
• Definition: 1 dozen = _________

2. Inexact #’s – contain ___________________________

 Result of equipment or human _______________ in a measurement
• A ___________________ is usually involved
 How long is the plank of wood in centimeters?

Last digit _, (__)!

4._ , 4._ or 4.___ cm

4.___ or 4.__

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7
CHE-101 Lecture Outline Chapter 1

SCIENTIFIC NOTATION (Sci Not)

 Need a way to write big & small numbers clearly
 SCIENTIFIC NOTATION (Sci Not): ________________ #’s in a special format by
moving the decimal point

 [Link] = but “a” must be __

 n = # of times the ________________ is moved
• If original # is large ( ), exponent is ________________
• If original # is small ( ), exponent is ________________

a) Distance to Andromeda Galaxy (miles):

14930000000000000000 ____________________

b) Radius of a Carbon atom (meters):

0.00000000007 ____________________

c) Length of computer mouse (inches):

4.25 ____________________

 Calculator has a built-in button: E, EE, EXP or x10n

6.022 x10−23

Question: Sci Not

 Which of the following has the correct Scientific Notation for 20369?
A. 2036.9E-1
B. 20.369E3
C. 2.0369E-4
D. 2.0369E3
E. 2.0369E4

© 2024 S. Gulde. Reproducing and distributing this material is prohibited.

8
CHE-101 Lecture Outline Chapter 1

Uncertainty in Measurement
 Accuracy - how close many measurements are to a _________________ value
 Based on the _______________ of all the measurements
 Precision - how close many measurements are to _______________ other
(_____________________)
 Based on the _____________________________ of all the measurements

 The used in a measurement reflects the of

the equipment
 More digits recorded, means more _________________ equipment
 Remember: Always able to ______________ the last digit
 Ex: Mass of a penny

© 2024 S. Gulde. Reproducing and distributing this material is prohibited.

9
CHE-101 Lecture Outline Chapter 1

Significant Figures (Sig Figs)

 Significant figures (Sig Figs) – refers to the _________________ of an instrument,
_________ mean important
 Contains all ____________ digits AND the _____________ digit in a measurement
• Ex: Length of shell = _____________
 Assume any number given to you is from a
___________________________ (unless indicated)

 General rule: work _________________________, once hit a

number ______________ start counting all digits
9604 =

2.04x10−5 =

 Ending Zeros are tricky

1. Ending zeros with a decimal point _______________________
0.0930 =
200. =
2.040x10−5 =

2. Ending zeros without a decimal point _______________________

 Usually assumed ________ significant
200 =

 Able to report 2 ways:

i. Most precise significant digit can be _________________
ii. Use Scientific Notation (Sci Not) to be _______________________
1 sig = 200 or _____x102 (Used if counting by 100)

2 sig = 200 or _____x102 (Used if counting by 10)

3 sig = 200 or _____x102 (Used if counting by 1)

Rounding
 If # < 5, ________________________________
 If # ≥ 5, _______________________________

Round 43,956,789 to 3 sig figs:

© 2024 S. Gulde. Reproducing and distributing this material is prohibited.

10
CHE-101 Lecture Outline Chapter 1

Sig Figs in Calculations

 Which digits are significant when a long string is calculated?
 Sig figs in calculations must reflect the_________________________ in a measurement
 Because _____________________ numbers contain __________________________,
we must ____________________ our calculated answers

Sig Figs: Multiplication & Division

 Your answer is limited by the measurement w/the ____________________ sig figs

(1.2cm)(20.2cm) = 24.24

Sig Fig Rules: Addition & Subtraction

 Round answer to the ________________ farthest to the _____________________ that has a
number everywhere

 When adding/subtracting Scientific Notation, the exponents must be the _________ value!!
 Beneficial to have the _________________ exponent
• If increase exponent value, must make front # ___________________
• If decrease exponent value, must make front # ___________________

© 2024 S. Gulde. Reproducing and distributing this material is prohibited.

11
CHE-101 Lecture Outline Chapter 1

Sig Fig Rules: Mixed Operations

 What if a calculation contains different operations, that have different sig rules?
 Follow Orders of Operations, __________________________________________
when next step is a _______________________ than the one you just finished
 Helpful tips:
 After applying a rule, ______________________________ problem w/new number
 Try and do all multiplication & division in _____________________

How punch into calculator in 1 step?

• Always hit ______ if numbers are in ____________________________
• Always hit _______ if numbers are in ____________________________

Sample: Mixed Operations

 How many sig figs will the final answer contain?

A. 1
B. 2
C. 3
D. 4
E. 5

© 2024 S. Gulde. Reproducing and distributing this material is prohibited.

12
CHE-101 Lecture Outline Chapter 1

Units of Measurement
 In 1960 SI units were created
 Named after French Système International d’Unités
 Each type of measurement has a specific Base Unit

 Mass: has the base unit of __________________________

 Able to add a PREFIX _________________________ to indicate size
 Each prefix represents a __________________________ value
− 1 kilo = ______________ or
______________

Metric Prefixes
 Relationship exists b/t a prefix unit & base unit
 _____________

 When using scientific notation: _ goes with the __________!

 Write relationship b/t m & mm: ___________________________________

− Alternate way: _____________________________________

13
CHE-101 Lecture Outline Chapter 1

Other Numeric Relationships

 FYI:
 The _____________ in any relationship is exact

 The only relationships you are given are those on the

_______________________________

Temperature
 Three temperature scales:
1. Fahrenheit (TF), °F:
• Water freezes at _____°F & boils at ________°F

2. Celsius (TC), °C:

• Water freezes at _____°C & boils at ________°C

3. Kelvin (TK), K – SI unit

• Water freezes at ______K & boils at ________K
• AKA – __________________________________ scale
- ______ K is the lowest attainable temp

Volume
 Solids: use _________________ (m3 or cm3)
 Box =
 Cylinder =
 Sphere =

 Liquids: use ________________ (L or mL)

 Relationship: ____________________________

14
CHE-101 Lecture Outline Chapter 1

Density
 Density – _______________ per unit of ____________________ (g/cm3 or g/mL)

m
Density =
v
 ________________ property, ____________________ of
sample size

 Can be affected by ______________________________

• H2O Liquid, room temp (25°C) = ___________________
• H2O Solid (4°C) = _____________________

 Less dense substance → ____________________________

 Exact or Inexact?
 Comes from ____________________________

Sample: Density
 Calculate the density (in g/cm3) of a substance that has a mass of 1.20x102 g and occupies a
volume of 7.46cm3.

15
CHE-101 Lecture Outline Chapter 1

Derived Units
 Derived units: made up of 1 or more base unit(s)
 Examples:

Dimensional Analysis (Factor-Label Method)

 A process that uses conversion factors to _____________________units you have to units
you want
 Conversion factor - ANY numeric relationship written as a __________________
 Will always have at least ___________________________!
Relationships:
1 ft = 12 in 1 mm = 1x10−3 m Density H2O (1.00 g/mL)

Things to remember:
1. Placement of units w/in parenthesis depends upon the ___________ being ______________
 ______________ first, then _____________
 Convert 43.0ft to inches. Convert 43.0inches to ft.

2. When have more than 1 number in your problem, ______________ start a calculation with a
conversion factor!!

 The density of Gold is 19.3g/cm3, if you have 0.6421cm3 what is the mass of gold?

16
CHE-101 Lecture Outline Chapter 1

Sample: Chicken Pox

 The diameter of the chicken pox virus is 3.0x10−10km, convert this to micrometers.
 Always convert _____________ to __________ unit

Squaring & Cubing Units

 The Surface area of your textbook is 94 in2, what is the area in cm2?
 Use conversion factors __________________ times

17
CHE-101 Lecture Outline Chapter 1

Sample: Block Iron

 What is the volume (m3) of a block of iron that has a density of 7.87g/mL and a mass of
44.20 lb?

Group: Sun
 Earth travels around the sun at an average speed of 29.783 km/s,
convert this to mi/min.

29.783km
1s

18
CHE-101 Lecture Outline Chapter 1

Group: Copper
 The density of pure solid copper is 8.94 g/mL. What volume (in mL)
does 5.00kg of copper occupy?

Comments
 If you find you are struggling with some of the topics in this chapter, there are Additional
Study Videos in the Lecture Material area for you to watch.

 Additional Problems posted in UB Learns to work out. They will not be graded.
 Answer are posted on UB Learns

Common questions