2. Why Study Chemistry?

3. Everywhere

4. Why Study Chemistry? To see the glory of God  Where did I come from?  Why am I here?  Where am I going? To see the glory of God  Where did I come from?  Why am I here?  Where am I going?

5. Why Study Chemistry? To connect Genesis and chemistry  Man is created in the image of God.  Creation Mandate To connect Genesis and chemistry  Man is created in the image of God.  Creation Mandate

6. Creation Mandate Man is to exercise good and wise dominion.

7. Why Study Chemistry? To connect Genesis and chemistry  Man is created in the image of God.  Creation Mandate  Dominion science To connect Genesis and chemistry  Man is created in the image of God.  Creation Mandate  Dominion science

8. dominion science scientific activity that seeks to bring glory to God and benefit other humans by controlling aspects of creation

9. Why Study Chemistry? To understand the purpose of science  Science does not establish truth.  Science makes models (simplified representations). To understand the purpose of science  Science does not establish truth.  Science makes models (simplified representations).

10. Why Study Chemistry? To understand the purpose of science  The goal of science is workability.  Science always has uncertainty.  It is a matter of faith. To understand the purpose of science  The goal of science is workability.  Science always has uncertainty.  It is a matter of faith.

11. Why Study Chemistry? To distinguish truth from error in worldviews

12. presupposition an idea assumed to be true without proof

13. Why Study Chemistry? To distinguish truth from error in worldviews  Naturalistic worldview Matter is all that exists. Human reason informed by science is the only reliable path to truth. To distinguish truth from error in worldviews  Naturalistic worldview Matter is all that exists. Human reason informed by science is the only reliable path to truth.

14. Why Study Chemistry? To distinguish truth from error in worldviews  Naturalistic worldview Evolution − the Creator = no accountability. Chemistry exists for humanity’s survival. To distinguish truth from error in worldviews  Naturalistic worldview Evolution − the Creator = no accountability. Chemistry exists for humanity’s survival.

15. Why Study Chemistry? To distinguish truth from error in worldviews  Christian worldview The Bible is the ultimate authority.  Seeing the world through the lens of the Bible To distinguish truth from error in worldviews  Christian worldview The Bible is the ultimate authority.  Seeing the world through the lens of the Bible

16. Why Study Chemistry? To distinguish truth from error in worldviews  Christian worldview God created us as His image bearers. Man rebelled. God is implementing His plan to redeem fallen man. To distinguish truth from error in worldviews  Christian worldview God created us as His image bearers. Man rebelled. God is implementing His plan to redeem fallen man.

17. Why Study Chemistry? To help make life choices  Careers  Life Logical thinking Issues See naturalistic biases To help make life choices  Careers  Life Logical thinking Issues See naturalistic biases

18. What Is Chemistry?

19. Chemistry is…. A Natural Science A language with its own vocabulary A way of thinking

20. Chemistry structure and composition changes in structure and composition interactions with energy properties  takes up space and has mass structure and composition changes in structure and composition interactions with energy properties  takes up space and has mass

21. Old Testament Times— The Age of Practical Skill  Focused on practicality  Metallurgy— the process of extracting metal from ore Old Testament Times— The Age of Practical Skill  Focused on practicality  Metallurgy— the process of extracting metal from ore Influences on Chemistry

22. Old Testament Times— The Age of Practical Skill  Apothecaries— pharmacists Old Testament Times— The Age of Practical Skill  Apothecaries— pharmacists Influences on Chemistry

23. Ancient Greece— The Age of Critical Thought  Focused on philosophy and knowledge  Developed critical thinking, but no experimentation Ancient Greece— The Age of Critical Thought  Focused on philosophy and knowledge  Developed critical thinking, but no experimentation Influences on Chemistry

24. Ancient Greece— The Age of Critical Thought  Stagnated science for centuries  Four elements—earth, wind, fire, water Ancient Greece— The Age of Critical Thought  Stagnated science for centuries  Four elements—earth, wind, fire, water Influences on Chemistry

25. The Alchemists—The Age of Applied Experimentation  Focused on experimentation  Developed sublimation, precipitation, distillation, and crystallization The Alchemists—The Age of Applied Experimentation  Focused on experimentation  Developed sublimation, precipitation, distillation, and crystallization Influences on Chemistry

26. The Alchemists—The Age of Applied Experimentation  “transmutation”— tried to change elements (lead into gold)  Paracelsus—started pharmacology The Alchemists—The Age of Applied Experimentation  “transmutation”— tried to change elements (lead into gold)  Paracelsus—started pharmacology Influences on Chemistry

27. The Transition— The Rise of Modern Chemistry  Questioned Greek “truths” following the Reformation  Boyle—shattered tradition by proposing a new definition of elements The Transition— The Rise of Modern Chemistry  Questioned Greek “truths” following the Reformation  Boyle—shattered tradition by proposing a new definition of elements Influences on Chemistry

28. The Transition— The Rise of Modern Chemistry  Priestley—discovered oxygen by experimentation The Transition— The Rise of Modern Chemistry  Priestley—discovered oxygen by experimentation Influences on Chemistry

29. The Transition— The Rise of Modern Chemistry  Lavoisier— engaged in careful experimenting and recording overthrew the phlogiston theory The Transition— The Rise of Modern Chemistry  Lavoisier— engaged in careful experimenting and recording overthrew the phlogiston theory Influences on Chemistry

30. Chemistry An academic field since the 1800’s Different branches developed An academic field since the 1800’s Different branches developed

32.  Inorganic—all elements but carbon  Organic—carbon compounds  Biochemistry—chemical processes in living things  Inorganic—all elements but carbon  Organic—carbon compounds  Biochemistry—chemical processes in living things Branches of Chemistry

33.  Nuclear—nucleus and radioactivity  Physical—interactions and energy changes  Analytical— Qualitative: What is it? Quantitative: How much?  Nuclear—nucleus and radioactivity  Physical—interactions and energy changes  Analytical— Qualitative: What is it? Quantitative: How much? Branches of Chemistry

35. What Do Chemists Do?

36. science the total collection of knowledge gained through the systematic observation of nature

37. Science Pure Science— probes world simply to learn new things Applied Science— searches for specific applications Scientific Questions— direct and stimulate scientific inquiry Pure Science— probes world simply to learn new things Applied Science— searches for specific applications Scientific Questions— direct and stimulate scientific inquiry

38. How Do Chemists DO Science?

39. Notice something which elicits a question Gather information  Objective information –Unaffected by observer’s personal inclinations and presuppositions Notice something which elicits a question Gather information  Objective information –Unaffected by observer’s personal inclinations and presuppositions Scientists …

40. Notice something which elicits a question Gather information  Objective information  Subjective information –Affected by observer’s personal inclinations and presuppositions Notice something which elicits a question Gather information  Objective information  Subjective information –Affected by observer’s personal inclinations and presuppositions Scientists …

41. Collect data  Quantitative—numerical  Qualitative—nonnumerical Use reasoning processes  Deductive reasoning –Applying a premise to many different situations Collect data  Quantitative—numerical  Qualitative—nonnumerical Use reasoning processes  Deductive reasoning –Applying a premise to many different situations Scientists …

42. Collect data  Quantitative—numerical  Qualitative—nonnumerical Use reasoning processes  Deductive reasoning  Inductive reasoning –Using facts to lead into a conclusion Collect data  Quantitative—numerical  Qualitative—nonnumerical Use reasoning processes  Deductive reasoning  Inductive reasoning –Using facts to lead into a conclusion Scientists …

43. Make models  To make sense of data  To identify causes and effects  To suggest practical application  To establish connections  To direct predictions Make models  To make sense of data  To identify causes and effects  To suggest practical application  To establish connections  To direct predictions Scientists …

45. Perform experiments Scientists …

46. experiment a repeatable method that involves observing a natural process, sometimes under controlled conditions, for the purpose of analysis

47. Perform experiments Record data from experimentation  Empirical data—gathered experimentally Perform experiments Record data from experimentation  Empirical data—gathered experimentally Scientists …

48. Form hypotheses Scientists …

49. hypothesis a simple, reasonable, testable statement that tries to predict the results of an experiment If……, then…. a simple, reasonable, testable statement that tries to predict the results of an experiment If……, then….

50. Form hypotheses Perform experiments Form hypotheses Perform experiments Scientists …

51. natural experiment an experiment in which the conditions cannot be controlled

52. controlled experiment only one condition is varied at a time

53. Form hypotheses Perform experiments or Perform scientific surveys— randomly selecting representative samples Form hypotheses Perform experiments or Perform scientific surveys— randomly selecting representative samples Scientists …

54. Formulate results  Classify  Simplify  Enter in charts and graphs Communicate findings  Peer-reviewed scientific journals  Internet forums Formulate results  Classify  Simplify  Enter in charts and graphs Communicate findings  Peer-reviewed scientific journals  Internet forums Scientists …

55. Formulate theories  Must consistently explain a phenomenon  Can be thought of as scientific models  Can be modified  Must be supported by evidence  Are not “provably” true Formulate theories  Must consistently explain a phenomenon  Can be thought of as scientific models  Can be modified  Must be supported by evidence  Are not “provably” true Scientists …

56. Frame scientific laws Scientists …

57. law statement of a recognizable, repeating pattern in the universe

58. Frame scientific laws Use the Scientific Method Frame scientific laws Use the Scientific Method Scientists …

59. scientific method an inductive approach to discover information about the universe

60. Frame scientific laws Use the Scientific Method  Many versions  No standardized form Frame scientific laws Use the Scientific Method  Many versions  No standardized form Scientists …

61. Recognize a problem. Make a hypothesis. Make observations to test the hypothesis. Organize and analyze data. Verify the hypothesis.