Causal Explanation and the Periodic Table
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Course CHEM 3341, Inorganic Chemistry Professor Dr. Sheel Dodani Term Fall 2016 Meetings MWF 10:00-10:50 AM, MC 2.410
Course CHEM 3341, Inorganic Chemistry Professor Dr. Sheel Dodani Term Fall 2016 Meetings MWF 10:00-10:50 AM, MC 2.410 Professor’s Contact Information Office Phone 972-883-7283 Other Phone N/A Office Location Bioengineering Science Building (BSB) Email Address [email protected] Office Hours Wednesdays 11:30 AM – 12:30 PM, Thursdays 4 PM – 5 PM BSB 11.302 Other Information Please contact me for appointments outside of office hours General Course Information Pre-requisites, Co- requisites, & other Chem 2323 and Chem 2325 restrictions Survey of inorganic chemistry with emphasis on the modern concepts and theories of inorganic chemistry including electronic and geometric Course Description structure of inorganic compounds. Topics address contemporary physical and descriptive inorganic chemistry. Objectives The goal of this course is to provide students with a thorough foundation in atomic structure, periodicity, bonding and symmetry with subsequent extension of these basic principles to acid/base, solid state and coordination chemistry. Students will develop an understanding of the elements and the ability to predict the structures, certain properties and reactivities of a range of representative ionic and covalent compounds. Learning Expected Learning Outcomes Outcomes Upon successful completion of this course, students will therefore: 1. Be able to explain atomic structure and bonding using currently accepted theories. 2. Be able to use group theory to describe molecular orbital diagrams and molecular properties. 3. Be able to integrate knowledge of atomic structure with the structure and properties of ionic and molecular compounds. 4. Be able to explain the history, bonding and properties of representative main group elements, coordination and organometallic compounds Inorganic Chemistry, 5th Edition Required Texts & by Gary L. -
General Inorganic Chemistry
General Inorganic Chemistry Pre DP Chemistry Period 1 • Teacher: Annika Nyberg • [email protected] • Urgent messages via Wilma! Klicka här för att ändra format på underrubrik i bakgrunden • Course book: • CliffsNotes: Chemistry Quick Review http://www.chem1.com/acad/webtext/virtualtextbook.html Content • Introduction • The Structure of Matter (Chapter 1) • The Atom (Chapter 2 and 3) • Chemical bonding (Chapter 5) • The Mole (Chapter 2) • Solutions (Chapter 9) • Acids and bases (Chapter 10) • Quiz • Revision • EXAM 9.00-11.45 Assessment Exam: 80 % Quiz: 20% + practical work, activity and absences 1. Chemistry: a Science for the twenty-first century ● Chemistry has ancient roots, but is now a modern and active, evolving science. ● Chemistry is often called the central science, because a basic knowledge of chemistry is essential for students in biology, physics, geology and many other subjects. https://www.youtube.com/watch?v=tTlnrhiadnI ● Chemical research and development has provided us with new substances with specific properties. These substances have improved the quality of our lives. Health and medicine vaccines sanitation systems antibiotics anesthesia and all other drugs Energy new alternative energy sources (e.g. solar energy to electric energy, nuclear fission) electric cars with long lasting batteries Environment greenhouse gases acid rain and smog Materials and Technology ● polymers (rubber and nylon), ceramics (cookware), liquid crystals (electronic displays), adhesives (Post-It notes), coatings (latex-paint), silicon chips (computers) Food and Agriculture substances for biotechnology ● The purpose of this course is to make you understand how chemists see the world. ● In other words, if you see one thing (in the macroscopic world) you think another (visualize the particles and events in the microscopic world). -
Philosophy of Science and Philosophy of Chemistry
Philosophy of Science and Philosophy of Chemistry Jaap van Brakel Abstract: In this paper I assess the relation between philosophy of chemistry and (general) philosophy of science, focusing on those themes in the philoso- phy of chemistry that may bring about major revisions or extensions of cur- rent philosophy of science. Three themes can claim to make a unique contri- bution to philosophy of science: first, the variety of materials in the (natural and artificial) world; second, extending the world by making new stuff; and, third, specific features of the relations between chemistry and physics. Keywords : philosophy of science, philosophy of chemistry, interdiscourse relations, making stuff, variety of substances . 1. Introduction Chemistry is unique and distinguishes itself from all other sciences, with respect to three broad issues: • A (variety of) stuff perspective, requiring conceptual analysis of the notion of stuff or material (Sections 4 and 5). • A making stuff perspective: the transformation of stuff by chemical reaction or phase transition (Section 6). • The pivotal role of the relations between chemistry and physics in connection with the question how everything fits together (Section 7). All themes in the philosophy of chemistry can be classified in one of these three clusters or make contributions to general philosophy of science that, as yet , are not particularly different from similar contributions from other sci- ences (Section 3). I do not exclude the possibility of there being more than three clusters of philosophical issues unique to philosophy of chemistry, but I am not aware of any as yet. Moreover, highlighting the issues discussed in Sections 5-7 does not mean that issues reviewed in Section 3 are less im- portant in revising the philosophy of science. -
THE EPISTEMOLOGICAL AUTONOMY of CHEMISTRY By
THE EPISTEMOLOGICAL AUTONOMY OF CHEMISTRY By ROBIN PFLUGHAUPT Integrated Studies Project submitted to Dr. Russell Thompson in partial fulfillment of the requirements for the degree of Master of Arts – Integrated Studies Athabasca, Alberta November, 2009 THE EPISTEMOLOGICAL AUTONOMY OF CHEMISTRY 2 Abstract The “logicians’ program” or attempt to situate scientific methodology within a logical framework has come to a standstill following radical developments within the philosophy of science and science and technology studies. One of the most persistent concepts remaining from the traditional philosophy of science or logical empiricism however is the unification of science through the reducibility of chemical and biological phenomena to physical laws and explanations. Towards the end of the 19th century, chemistry underwent a physical revolution in order to describe dynamic processes and express chemical phenomena mathematically, and developments within quantum mechanics during the 1920s encouraged the assumption that chemistry is fully reducible to physics. Theoretical chemistry is briefly overviewed to reveal that quantum chemistry developed through the assistance of models developed within the “organic structuralist tradition” and empirical data to generate abstract approximations that are cumbersome to calculate. From these approximations, however chemists have produced powerful models, in particular molecular orbitals, that have become invaluable conceptual tools within chemistry since they “black box” quantum mechanical calculations and rationalize chemical processes. Despite shared ontology between physics and chemistry, since it is impossibly cumbersome to fully explain chemical phenomena at the particle level, there is the appearance of “emergentism” at the molecular level, and physics does not capture chemistry’s engineering ideology and “disciplinary matrices”, philosophical concepts including “supervenience” have been used to argue for the epistemological autonomy of chemistry. -
Chemistry ‐ Student Learning Outcomes CHEM 100 Introduction to Chemistry 1.Analyze Chemical Reactions and Chemical Problems Through Stoichiometry
Chemistry ‐ Student Learning Outcomes CHEM 100 Introduction To Chemistry 1.analyze chemical reactions and chemical problems through stoichiometry. (ILO2) 2. predict properties of matter using atomic theory. (ILO2) 3. use the periodic table properly to determine trends in elements (atomic size, number of valence electrons, metallic character, electronegativity, etc.). (ILO2, ILO4) 4. perform chemical experiments in a safe, accurate, and scientific manner, using proper glasswares, graphs, and spreadsheets. (ILO2, ILO4) CHEM 160 Introduction to General, 1. calculate drug dosage using English and Metric unit interconversions and dimensional Organic & Biological analysis. (ILO4) Chemistry 2. identify different classes of organic compounds. (ILO2) 3. identify different functional groups in organic compounds. (ILO2) 4. write a research paper on biochemical disorders. (ILO4) 5. discuss the geographical/ethnic distribution of biochemical disorders. (ILO5) CHEM 200 General Inorganic Chemistry I 1. perform dimensional analysis calculations as they relate to problems involving percent composition and density. (ISLO2) 2. write chemical formulas, and name inorganic compounds. (ISLO2) 3. relate chemical equations and stoichiometry as they apply to the mole concept. (ISLO2) 4. identify the basic types of chemical reactions including precipitation, neutralization, and oxidation‐reduction. (ISLO4) 5. knowledge of atomic structure and quantum mechanics and apply these concepts to the study of periodic properties of the elements. (ISLO4) CHEM 202 General Inorganic Chemistry 1. examine and develop concepts of covalent bonding, orbital hybridization and II molecular orbital theory. (ISLO4) 2. identify and perform organic addition and elimination reactions. (ISLO2) 3. compare and analyze Thermodynamics properties and differentiate between spontaneity and maximum useful work heat and Free energy. (ISLO2) 4. -
CHEM 110 Week 1 Inorganic Chemistry I Atoms, Elements, and Compounds
CHEM 110 Week 1 Inorganic Chemistry I Atoms, Elements, and Compounds Week 1 Reading Assignment Your week 1 reading assignment has been selected from chapters 3 and 5 in your textbook. As part of your reading assignment, you are expected to work the sample problems and the selected “questions and problems” at the end of your book sections. The answers to the odd numbered “questions and problems” can be found at the end of your book chapters. You should use this key to check yourself. If you are having problems arriving at the correct answer as listed in the back of your book chapter, please email me. Read section 3.1 and answer the odd numbered “questions and problems” on page 85. Read section 3.2 and answer the odd numbered “questions and problems” on page 91. Read section 3.3 and answer “questions and problems” 3.15 and 3.17 on page 94. You do not have to know the experimental details used to determine the structure of an atom. Read section 3.4 and answer the odd numbered “questions and problems” on page 97. Read about isotopes and atomic mass in section 3.5 and answer “questions and problems” 3.29 and 3.31 on page 100. Skip the part on calculating atomic mass using isotopes. Read section 3.6. Read section 3.7. Read about “Group Number and Valence Electrons” and “Electron-Dot Symbols” in section 3.8. Answer “questions and problems” 3.57 and 3.59 on page 118. Read section 5.1 and answer the odd numbered “questions and problems” on page 163 and 164. -
Kant's Critique of Judgment and the Scientific Investigation of Matter
Kant’s Critique of Judgment and the Scientific Investigation of Matter Daniel Rothbart, Irmgard Scherer Abstract: Kant’s theory of judgment establishes the conceptual framework for understanding the subtle relationships between the experimental scientist, the modern instrument, and nature’s atomic particles. The principle of purposive- ness which governs judgment has also a role in implicitly guiding modern experimental science. In Part 1 we explore Kant’s philosophy of science as he shows how knowledge of material nature and unobservable entities is possible. In Part 2 we examine the way in which Kant’s treatment of judgment, with its operating principle of purposiveness, enters into his critical project and under- lies the possibility of rational science. In Part 3 we show that the centrality given to judgment in Kant’s conception of science provides philosophical in- sight into the investigation of atomic substances in modern chemistry. Keywords : Kant , judgment , purposiveness , experimentation , investigation of matter . Introduction Kant’s philosophy of science centers on the problem of how it is possible to acquire genuine knowledge of unobservable entities, such as atoms and molecules. “What and how much can the understanding and reason know apart from all experience?” ( CPuR , Axvii). This raises the question of the role of experiments in the knowability ( Erkennbarkeit ) and the experientiality (Erfahrbarkeit ) of nature. Kant’s insights into the character of scientific experimentation are not given the hearing they deserve. We argue that Kant’s theory of judgment establishes the conceptual framework for understanding the subtle inter- actions between the experimental chemist, the modern chemical instrument, and molecular substance. -
25Th Anniversary of Molecules—Recent Advances in Inorganic Chemistry
molecules Editorial 25th Anniversary of Molecules—Recent Advances in Inorganic Chemistry Burgert Blom 1,* , Erika Ferrari 2 , Vassilis Tangoulis 3 ,Cédric R. Mayer 4, Axel Klein 5 and Constantinos C. Stoumpos 6 1 Maastricht Science Programme, Assistant Professor of Inorganic Chemistry and Catalysis, Maastricht University, Kapoenstraat 2, P.O. Box 616, 6200 MD Maastricht, The Netherlands 2 Department of Chemical and Geological Sciences, University of Modena and Reggio Emilia, Via Campi 103, 41125 Modena, Italy; [email protected] 3 Department of Chemistry, University of Patras, 26504 Patras, Greece; [email protected] 4 Laboratoire LuMin, FRE CNRS 2036, CNRS, Université Paris-Sud, ENS Paris-Saclay, Centrale Supelec, Université Paris-Saclay, F-91405 Orsay CEDEX, France; [email protected] 5 Department für Chemie, Institut für Anorganische Chemie, Universität zu Köln, Greinstraße 6, 50939 Köln, Germany; [email protected] 6 Department of Chemistry, Northwestern University, Evanston, IL 60208, USA; [email protected] * Correspondence: [email protected] Celebrating the “25th Anniversary of Molecules” with a Special Issue dedicated to “Recent Advances in Inorganic Chemistry” strengthens the renewed role that inorganic chemistry, one of the oldest chemistry divisions, has lately earned thanks to cutting-edge perspectives and interdisciplinary applications, eventually receiving the veneration and respect which its age might require [1,2]. The last 25 years have seen staggering advances in both solid-state, molecular, catalytic Citation: Blom, B.; Ferrari, E.; Tangoulis, V.; Mayer, C.R.; Klein, A.; and bio-inorganic chemistry. Some notable highlights in molecular inorganic chemistry Stoumpos, C.C. 25th Anniversary of over the last 2.5 decades certainly must include the propensity of heavy p-block elements Molecules—Recent Advances in (those in period 3 or higher) to undergo multiple bonding with other heavy p-block Inorganic Chemistry. -
Philosophy of Chemistry: an Emerging Field with Implications for Chemistry Education
DOCUMENT RESUME ED 434 811 SE 062 822 AUTHOR Erduran, Sibel TITLE Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education. PUB DATE 1999-09-00 NOTE 10p.; Paper presented at the History, Philosophy and Science Teaching Conference (5th, Pavia, Italy, September, 1999). PUB TYPE Opinion Papers (120) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Chemistry; Educational Change; Foreign Countries; Higher Education; *Philosophy; Science Curriculum; *Science Education; *Science Education History; *Science History; Scientific Principles; Secondary Education; Teaching Methods ABSTRACT Traditional applications of history and philosophy of science in chemistry education have concentrated on the teaching and learning of "history of chemistry". This paper considers the recent emergence of "philosophy of chemistry" as a distinct field and explores the implications of philosophy of chemistry for chemistry education in the context of teaching and learning chemical models. This paper calls for preventing the mutually exclusive development of chemistry education and philosophy of chemistry, and argues that research in chemistry education should strive to learn from the mistakes that resulted when early developments in science education were made separate from advances in philosophy of science. Contains 54 references. (Author/WRM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 1 PHILOSOPHY OF CHEMISTRY: AN EMERGING FIELD WITH IMPLICATIONS FOR CHEMISTRY EDUCATION PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and improvement BEEN GRANTED BY RESOURCES INFORMATION SIBEL ERDURAN CENTER (ERIC) This document has been reproducedas ceived from the person or organization KING'S COLLEGE, UNIVERSITYOF LONDON originating it. -
Classic Model of Perception Pattern Recognition Challenge Robust
Classic Model of Perception Perception & Pattern Recognition Pattern Recognition Why is pattern recognition difficult? • Process of connecting perceptual • Accomplished with incomplete or information w/info in LTM ambiguous information – Visual Pattern Recognition – Auditory Pattern Recognition (Speech) – Importance of Context Challenge Robust • Many different exemplars are recognized • Used by on-line vendors to test for as being the same presence of a human (Turing Test) 1 Models of Pattern Recognition Template Matching • Template Models • Retinal image matched to pre- • Feature Models existing patterns • Neural Network Models • Recognition – when retinal image matches • Prototype Models pattern • Examples – Check Reading – Zip Code Sorting Problems • Image falls on wrong part of retina • Image different size than template • Orientation • Templates, templates, templates • New objects? Models of Pattern Recognition Feature Theory • Template Models • Stimuli broken down into features • Feature Models • Features combine and recombine • Prototype Models • Objects defined by • Neural Network Models – Constituent features – Relationships between features 2 Letter Recognition Pandemonium W A depiction of Selfridge’s (1959) Pandemonium model Supporting Evidence Hubel & Wiesel • Edge detection cells in cats (Hubel & • Different cells like different features Wiesel, 1962) Gibson, Shapiro, & Yonas (1968) Groupings by RT • Analyze letters in terms of features • Ask people to determine if 2 letters are the same vs. different • Compare the clustering of letters in the reaction time task to the similarities of the features 3 Find the ‘Z’ vs ‘Q’ Object Perception EIMVWX CDG9RU XMZWVI RDQOCG VIEXWM GRDCOU WVXQIE DCURZG Faster to find ‘Z’ on the right, Faster to find ‘Q’ on the left (due to letters w/similar features in the surround) Geons Degraded Objects • Can help explain recognition of degraded • Disrupt Geon • Deletion Control – (midsegment) objects – (concavity) Limitations of geons Features vs. -
History and Idealism: the Theory of R. G. Collingwood
History and Idealism: The Theory of R. G. Collingwood Saul A. Kripke This is the final submitted version of the following article: Kripke, S. A. (2017), History and Idealism: The Theory of R. G. Collingwood. Collingwood and British Idealism Studies, 23: 9-29, which has been published in final form by Imprint Academic at https://www.ingentaconnect.com/content/imp/col/2017/00000023/00 000001/art00002. 1 History and Idealism: The Theory of R. G. Collingwood1 Saul A. Kripke In this essay, the phrase, “the idealist theory of history,” will denote the idealist cultural philosophy of history, as proposed by Collingwood and others, not the idealist speculative philosophy, as adumbrated by Hegel and various kindred spirits. The distinction between a speculative and cultural philosophy of history, as formulated by Walsh (1951: 13-15), contrasts the philosopher’s “speculative” task (or alleged task) of formulating the teleology or ultimate meaning of history with the “cultural” task of investigating the epistemological foundations of historical research.2 A speculative idealist theory of history will attempt to show, as Hegel has done, that history progresses according to dialectical laws of “thought” or “world spirit,”3 but a critical (or cultural) idealist view of history need make no such commitment.4 1 This paper was written for an undergraduate history course at Harvard, in my third (junior) year of college (1960-1; second term). My teacher, Richard T. Vann, urged me to publish it even then. Since a couple of Collingwood scholars expressed interest in this paper, I have finally followed Vann’s advice. I have kept the paper pretty much as it was, with very minor stylistic revisions (such as replacing the then conventional use of ‘he’ by an alternation of ‘he’ and ‘she’). -
Bridging the Philosophies of Biology and Chemistry
CALL FOR PAPERS First International Conference on Bridging the Philosophies of Biology and Chemistry 25-27 June 2019 University of Paris Diderot, France Extended Deadline for Abstract Submission: 28 February 2019 The aim of this conference is to bring philosophers of biology and philosophers of chemistry together and to explore common grounds and topics of interest. We particularly welcome papers on (1) the philosophy of interdisciplinary fields between biology and chemistry; (2) historical case studies on the disciplinary divergence and convergence of biology and chemistry; and (3) the similarities and differences between philosophical approaches to biology and chemistry. Philosophy is broadly construed and includes epistemological, methodological, ontological, metaphysical, ethical, political, and legal issues of science. For a detailed description of possible topics, please see below and visit the conference website http://www.sphere.univ-paris-diderot.fr/spip.php?article2228&lang=en Instructions for Abstract Submission Submit a Word file including author name(s), affiliation, paper title, and an abstract of maximum 500 words by 28 February 2019 to Jean-Pierre Llored ([email protected]) . Registration If you are interested in participating, please register by sending an e-mail to Jean-Pierre Llored ([email protected]) before 30 April 2019. Venue Room 454A, Building Condorcet, University Paris Diderot, 4, rue Elsa Morante, 75013 Paris, France Sponsors CNRS; Laboratory SPHERE, Laboratory LIED, and Department of History and Philosophy of Science, University of Paris Diderot; Fondation de la Maison de la Chimie; Free University of Brussels; University of Lille Organizers Cécilia Bognon, Quentin Hiernaux, Jean-Pierre Llored, Joachim Schummer First international Conference on Bridging the Philosophies of Biology and Chemistry 25-27 June 2019, University of Paris Diderot, France Description Background For much of the twentieth century, philosophy of science had almost exclusively been focused on physics and mathematics.