The Central
Science
Chemistry is called “The Central Science” because it
overlaps so many sciences.
Why Should YOU Study
Chemistry?
—  Chemistry is _________________________
______________________________________
—  Chemistry gives you a better ____________
________________________________________.
—  “There is a sucker born every minute” -PT Barnum
(You don’t want to be that person!)
—  Chemistry is fun. No, really!
—  Pop rocks, fireworks, lava lamps, everything
you eat, how things cook, and many toys
__________________________________________
__________________________________________
__________________________________________
What is the Chemistry?
What are the sub-fields
in Chemistry?
How does it fit into
“science” as a whole?
Classification of the
sciences
— One way to classify the sciences
is to divide them into three basic
types:
— ____________ sciences
— ____________ sciences
— ____________ sciences
Classification of the sciences
—  Physical sciences attempt to explain
____________________________________
____________________________________
—  Chemistry, physics, geology, and astronomy
—  Life sciences deal with ________________
—  Biology and medicine
—  Social sciences deal with _______________
_______________________________________
—  Economics, anthropology, sociology, psychiatry,
even education
Chemistry
—  Chemistry is the study _____________
____________________________________
___________________________________.
—  Anywhere
—  on Earth or in stars
— Any change
—  __________________________
Six Major Divisions of Chemistry
— _____________ Chemistry
—  _____________ -based chemistry
—  Fuels, plastics, synthetic fabrics, varnishes
and coatings
—  Applies to biochemistry and environmental
chemistry
— ______________________
—  The Chemistry of Life
—  Animal and plant sciences; genetics, medicine
• http://cas.bellarmine.edu/chemistry/chemdept/faculty/Sinski/Pre-Med/chem1.doc
Six Major Divisions of Chemistry
(cont’d)
—  _____________ Chemistry
—  Related to the _________________________
_____________________________________
—  Heat, work, energy, atomic structure and behavior
—  _____________ Chemistry
—  The chemistry of _______________________
_____________________________________
—  Mining, metal work (steel, titanium, aluminum, alloys),
semiconductors and silicon- based chips
• http://cas.bellarmine.edu/chemistry/chemdept/faculty/Sinski/Pre-Med/chem1.doc
Six Major Divisions of Chemistry
(cont’d)
— _______________ Chemistry
—  The science behind ___________________
____________________________________
—  Water testing, drug tests, quality assurance,
manufacturing facilities
— _______________ Chemistry
—  Apply _____________________ to the study
of the environment
—  Soil testing, determining the amounts and effects of
pesticides, monitor pollution
• http://cas.bellarmine.edu/chemistry/chemdept/faculty/Sinski/Pre-Med/chem1.doc
But can also include subsets:
—  Nuclear (Physical)
—  Polymer (Organic)
—  Materials (Inorganic, but can also be organic)
—  Thermochemistry (Physical)
—  Pharmaceutical (Biochemistry)
—  Medicinal (Biochemistry)
—  Geochemistry (Environmental, Organic, Inorganic combo)
—  Astrochemistry (Physical)
—  Crystallography (Physical, Analytical)
—  Nanotechnology (Organic, Physical, Analytical)
—  Forensics (Analytical, Organic, Inorganic, Biochemistry, Physical)
—
http://cas.bellarmine.edu/chemistry/chemdept/faculty/Sinski/Pre-Med/chem1.doc
Chemistry the Science • What all of the sciences have in common is that they use scien2fic methods. • What is are scien2fic methods? Are they the same as the scien2fic method we have learned since grade school? • What all, exactly, are we talking about here? How Do We Gain Knowledge? • How do humans learn new things? • Two basic methods: • _______________________ • _______________________ Revelation •  Somebody _______________________ (it is revealed to us). •  Believe or disbelieve informa2on •  based on our ____________________ _____________________ of the source. •  Very common. •  Examples: •  _______________________ •  _______________________ Experimentation •  We g ather the informa2on ________________________________. •  Believe or disbelieve •  based on our ____________________________ _______________________________________ •  Examples: •  ________________ •  ________________ Examples • Let’s consider a hypothe2cal situa2on: You are young. You are exploring your house and you have become interested in the burners on the stove. You want to know how they feel. The @irst way to answer the question •  Mom or Dad no2ces you near the stove; they give you a warning… •  “Careful! Hot!” •  _____________: warning from parent. •  Informa2on gained: the object is hot. Touching it will hurt. •  Possible conclusions: •  Mom/Dad is wrong (invalid source); go ahead and touch. •  Mom/Dad is right; don’t touch. The second way: Experimentation • No parent is near by, so you reach out and touch the burner yourself. • “$#@!%” • ________________: You touch the hot object yourself. • Informa2on gained: Object is hot. Touching it hurt. • Conclusions: • Data are valid – object is hot. • Don’t touch again! The Basic Idea… • When you find out something by learning it from someone else, that’s _________________. • When you find out something by figuring it out for yourself, that’s experimenta9on, or using ____________________ Burner alternative: •  Maybe the burner was not on and it was not hot at that 2me, and you now think it is fine. •  However, it is possible that at some point in the future, you get burned when you touch it. •  The point is, you can modify your beliefs a[er learning something new, and specifically a[er experimenta2on. •  That’s what all the arrows are about. •  Scien2sts retest and modify all the 2me •  It’s their job •  How they do it…. The “Scientific
Method”
Stop and think about how many steps
there are in the scientific method that you
have been taught.
____________ your answer here
One possible set Ummmmm…. •  There is _______________________________ ______________________________________
______________________________________ •  In fact, many scien2sts go back and forth _______________________________ •  It’s why there are so many arrows •  However, there are pa\erns to the behavior of scien2sts that are what we can collec2vely call “Scien2fic Methods”. “Scienti@ic Methods” Generally agreed upon are: 1.  _________________________ 2.  _________________________ 3.  _________________________ _________________________ 4.  _________________________ •  All other pieces usually fit in to one of those four categories Revision, revision, revision…. •  Jumping between steps happens •  However, you can’t have a _________ _______________________________ •  You can, however, do things like ______________________________
mid-­‐experiment •  Make new ques2ons •  Make changes to the experiment to answer new ques2ons the next 2me around A Good Summary: Observation __________ about what you: •  See •  Smell •  Hear •  Taste •  Feel Without adding _____________________ _____________________ (like “it smells fabulous”; that would be an opinion, not a fact Observations are made Without adding any thoughts on the ma\er, such as: (Feel free to make up your own. Please keep them on topic!) •  These things are all opinions. •  Yes-­‐ opinions ARE important in science. But not during observa2on. Observation __________ about what you: •  See •  Smell •  Hear •  Taste •  Feel Hypothesis • A statement that ___________________ _______________________ •  Most are phrased as “If….then…” statements, but they do not need to be • If ______________________________, ________________________________. •  Alterna2ve, not as an “If… then…” : __________ _______________________________________ _______________________________________ Control Experiment • Make several batches of bacon, ______________________________ ______________________________ • Relates _______________________ ______________________________ • This is not a coincidence • The experiment must _________________________ ______________________________________________________ Controls and Variables • _________________________ • The pan/ griddle • The heat seing • Type / brand of bacon • _________________________ • only ____ should be controlled for at a 2me •  here, _________________ Independent Variables • What you ____________________ ____________________________ • It is the __________ of the change • In this case, it is the _____________ ____________ The Dependent Variable • Is the ___________________________ ____________________ • Responds to the __________________ • Named so because it depends on the dependent variable •  It is the ________________ of the independent variable •  In this case, the _____________________ _____________________ Side note on experimentation • Not all experiments are performed as control experiments with a independent variable assigned at certain intervals • Experiments can also be _____________ • Ex:__________________________________ ____________________________________
____________________________________
____________________________________
____________________________________ •  What would be the dependent variable here? • What are the benefits of this type of study? • The drawbacks? • Do you think that they are o[en used in Chemistry? • If so, which field? If not, why not? After the experiment: Reporting • How scien2sts report data ___________a step of the scien2fic method, although many scien2sts do report their findings in professional journals. Formal reports typically include: •  Title •  ________________ •  Introduc2on •  _______________ •  Purpose •  Hypothesis •  Experimental Methods •  Materials •  Procedure •  Results •  Data •  Observa2ons on the experiment •  Results •  calcula2ons •  Discussion •  ________________ •  Conclusion See your CRH for more details on each; there is a lot of informa2on there! Data vs. Results • Data •  Is usually listed in a _______________ •  Does __________ __________________
__________________ •  Is not an ________ __________________
__________________
__________________ __________________ • Results: •  Include ___________ of raw data •  ______________ that show _____________ __________________ __________________ •  line graphs •  ___________ the data Using Data Tables in Science • Data tables ________________________________ ________________________________
________________________________ • You can ________________________________ ________________________________ rather than read the descrip2on, which is also usually included in brief Data Table of Bacon vs. Cooking Time Number of pieces of Bacon Cooked in Batch Number of pieces of Bacon Burned Cooking Time (minutes) 20 0 0 20 0 2 20 0 4 20 0 6 20 1 8 20 18 10 20 20 12 20 20 14 20 20 16 20 20 18 20 20 20 Results • Results are wri\en up, o[en with the aid of ___________________________________ • Will include any __________________, and the _____________________ to make them • Tell if results _________________________ •  are the mistakes _________________________ _____________________________to the data? • Usually include •  __________________________ •  __________________________ Results • Percent yield: • Percent error : Graphing in science: How we display data 1.  Always ________________________ •  Make sure it is about what you are graphing •
Always ___________________ variable Vs. ______________________ variable 2.  The x-­‐axis is always the _____________ variable; the y-­‐axis the _____________ variable 3.  Label the x and y axes, and use __________________ with these labels Graphing in science: How we display data 4.  Use a _________________ (__________) •  when you are trying to show how two things relate to each other •
such as the _______________________________ •  unless you are comparing _____________ of things •
which is NOT about comparing dependent and independent variables •
•
Then use a ______________________________________ A good rule of thumb is that units imply a line graph, coun2ng or percentage implies another type of graph Graphing in science: How we display data 5.  Use a _______________________for the line graph/ sca\er plot •  Do not just connect all the dots 6.  Use the _______________________ •  If you have a full page, take up the page •  Using only a 10cm by 10cm square when you have a full page makes it much harder to read and get your point across ______________________________________________ pieces of burned bacon (number)
Dependent Variable (you observe)
20 18 16 14 12 10 8 6 4 2 0 0 Independent Variable (you control)
5 10 15 20 25 Cooking time (minutes)
•  In this case, you are observing ____________________________ _____________________________________________________. Evaluation: The Arrows How do you know if your results are _____________? Evaluation • Did you ___________________________? • Were your sources of error ___________? Where they acceptable? • Were your data/ results within acceptable ranges? • Accurate? Precise? Or are you making claims you can not jus2fy since they aren’t even close? • Can this _______________? Be modified to learn more? • __________________? After we know something Assuming we are happy with the results, what happens when we are pre\y darn sure we know something, and scien2sts recognize it as truth? When experiments lead to knowledge: Laws and Theories • If it all makes sense, and is supported, science incorporates that new knowledge into scien2fic knowledge as a whole in the form of a law or a theory Laws • Statement of what happens ________ ____________________________ • It is a __________________________ • Usually covers a small set of pa\erns/ behaviors • We can not not do it • __________________ so far • Usually has _____________________ Theory • A hypothesis, or series of hypotheses, that have been _____________________ _________and have not been _________ • Covers a broad number of concepts/ behaviors/ observa2ons • ________________ why/ how things happen • Make ________________ based up on • As ________________as you can get Relating laws and theories • Boyle’s law relates pressure and volume •  Pressure and volume of a gas in a sealed container have a direct rela2onship; if one changes, the other changes in response •  P1V1=P2V2 • The kine2c molecular theory explains Boyle’s law and can be used to predict gas behavior •  Molecules moving exert pressure that pushes on the walls of a flexible container; as that pressure changes, the volume changes accordingly But how do we know if we are
right?
Evaluation of the Experiment
and Resulting Data
Accuracy and Precision:
A sidebar before we talk about using numbers in
evaluation more…..
Accuracy
— Hitting ___________________
__________________________
__________________________
— Being ___________
Precision
— Hitting the _________________
__________________________
__________________________
— Also refers to the __________ of
the measurement
— How _____ an answer is: to what
_________________________
— By use of _______________ (which we’ll
get to shortly)
Accepted value/ target
Accuracy depends upon the
definition of accurate
_______________________________
Ex: +/- 5%___________________
________________________________
____________________________
Random Measurements
—  Measurements do not
have _____________-they do not cluster
around the same value.
—  Measurements are
probably not
__________ -the
_______________ does
not represent the true
value.
—  An accurate average _
Are the following accurate?
Precise? Neither?
Can you be accurate and
not precise?
Can you be precise but not
accurate?
Error: 2 types
— ____________________ error
—  Happens because of the instruments
or methods used is
__________________
—  _____________accounted for and
adjusted for to get the “real” value
—  ex: the balance measures 0.05g heavy
on every measurement
— Corrected by ________________________
— _________________ error
—  __________ a consistent part of the instruments or
methods used
—  ____________be accounted and adjusted for
as_____________________
—  Examples
—  __________________________________
—  __________________________________
Errors vs. Uncertainty in
Measurement
— Errors in measurement are not the
same as _______________________
—  _____________ mess up
—  Measuring _______________ themselves are
not 100% flawless
—  Both of these errors can be _______________
— Error means it is done wrong, and
uncertainty is not incorrect, just the
__________________________________
Uncertainty in Measurement
— __________ measurement involves
some uncertainty, because all
measurements involve some
_________________.
— Not an error, as long as you __________
_____________________
—  Defined by the _______________________
you are using
— You are to go one __________________
____________________the markings on the
instrument
Measurements and
Estimation
—  You are told to draw a line 35.5cm
long using a regular ruler with marks for
each _________________
—  When you measure it out, you know that
you are correct with the _______________
______________________________________
—  You can be a ___________________________
—  Up __________________ up (to 35.55cm) or down
(to 35.45cm) _______________________________
—  B/c ______________________________
Rounding
—  Remember when rounding to a place
—  Look to the __________________________(not past
that)
—  Round ___________ for 4 and below
—  Round ____________ for 5 through 9
—  Examples:
—  223.459L rounded to the ones place is
_____________
—  You look at _____________and ignore the rest, 4 rounds
_________
—  223.459L rounded to the tenths place is
____________
—  You look at______________and ignore the rest, 5
rounds ____
Practice Rounding
Round the following to the hundreds
place
§  34, 345
§  52, 299
§  2,303
Round to the hundredths place
§  234.4234
§  0.456645
§  63.54001
How to Measure
• The last digit is always
_______________
• See
How to Read a
Graduated Cylinder
• This is why we use _____
_____________________
_____________________
Measurements and
Estimation
—  The measurement
has 3 digits to read
55.6mL
—  ______________
—  ______________
—  It can be a little off
—  To round to
55.6mL (and not
be 55.5mL or
55.7mL)
Side note on two types of numbers:
Certain and Uncertain
—  Certain (______________) numbers
—  When you make a true __________ of
something, it is exact
— The number of people in PHS
— The number of ____________________
— Can be a ____________________________:
—  Applies only to conversions _________________
_______________________________________
—  12In = 1ft
—  1m= 100cm
Side note on two types of numbers:
Certain and Uncertain
—  Uncertain numbers:______________
—  _______________ a count
—  1300 students in PHS, not the exact count
—  Conversion factors __________________
—  _______________________________________
—
—
1cm= 0.39370078740157477in
We’d usually round to something here as this is too
long to use, as would be the answer from using this
conversion
—  ______________________
—  Include the certain digits and a ______________
_____________________________
Math in Chemistry:
Some new, mostly review:
• Significant Digits
• Precision in measurement
• Scientific Notation
• Representing numbers large and small
• System Internacional (SI)
•  Metric system
• Unit Conversions
• Dimensional analysis
Significant Figures
n  Tell
us _______________________our
measurement or calculation is
q
Where the ___________________________are
n  Are
the digits ____________________
_______________________________
____________________________ to
the 23rd decimal place when doing a
calculation
q
You don’t just ___________________________
_______________________________________
Significant Figures in Measurements
n
Significant digits include
q
q
n
the ________________and
____________________in a
measurement.
8.45mL has __________
significant figures
q
q
________________________
________________________
n  You can’t read more than this on
this graduated cylinder
n  Read one digit past the markings
q
____________________________
Working with Numbers: Significant Digits
n
n
In a count of something, ____________are significant
because ______________________________________
How can you tell how many digits in a measurement are
significant?
q
q
All non-zero numbers are a__________________________
Zeros are what you need to think about
Zeros that are Significant
Zeros that are Not Significant
________________________ • ______________________
202
• ________a number: 0.0035
• _______________________
_________________: 200
Significant Figures: Zeros
n  all
zeros are significant in 202.00
_____________________________
q  _____________________________
q
n  no
q
zeros are significant in 0.0002
______________________________
n  zeros
q
MAY be significant in 2000
Depends on if it is a count or a measurement
n
n
_____________________________________
_____________________________________
_____________________________________
Significant Digits
n  The
following three measurements have
very different ____________________
_________________, and therefore a
______________________________:
100g
100.g
100.0g
Significant Digits
(Significant Figures)
n  100g rounded to the hundreds place
q
q
n
100.g rounded to the ones place
q
q
n
the real value is between _____________
____significant digit
the real value is between _____________
____significant digits
100.0g rounded to the tenths place
q
the real value is between _____________
q
____significant digits
The difference is the __________________
Practice Problems
Give the number of significant figures in:
n
1025 km
n
2.00 mg
n
0.00570
n
520
The Atlantic- Pacific Rule:
A trick to count significant digits
Pacific
Ocean
________
________
________
________
________
Start with first nonzero number
Atlantic
Ocean
________
________
________
________
________
Significant Figures in Addition and
Subtraction
n
n
n
n
___________________________ of the
measurements to be added or subtracted
Perform the mathematical operation
Round off the answer to the _____________
____________________________________
For example: 2.50 + 2.5 = __________
Significant Figures and Multiplication
or Division
n
n
The measurement _____________________
____________________________________
____________________________________
____________________________________
Example 1: 2.8m X 0.2m=____
q
n
Why?___________________________________
________________________________________
Example 2: 252mi/3.2hr= ______
q
Why?___________________________________
________________________________________
SCIENTIFIC
NOTATION
Representing numbers
large and small
USING EXPONENTS (SCIENTIFIC
NOTATION)
1,000,000 = 106
0.1
= 10-1
10,000
= 104
0.01
= 10-2
1000
= 103
0.001
= 10-3
100
= 102
0.0001
= 10-4
10
= 101
0.00001 = 10-5
1
= 100
0.000001 = 10-6
SCIENTIFIC (EXPONENTIAL) NOTATION
•  ______________________________________
______________________________________
•  245, 000, 000 is __________________
•  ____________ is also acceptable
•  0.000 000 012 is __________________
•  __________ is also acceptable
•  Unambiguously expresses the _____________
______________________________________
•
•
All the digits before the X10 (or the E) in scientific
notation are_______________
Remember the 100g, 100.g, and the 100.0g?
SCIENTIFIC NOTATION AND SIGNIFICANT
DIGITS
Number
100g
100.g
100.0g
Number of Scientific
Sig Figs
Notation
1
1E3g
3
1.E3g
4
1.00E3g
•  Scientific notation allows ___________________
_____________________________________________
____________________________________
•  1.0E3g would tell us that the balance rounded
to the tens place
HOW TO CONVERT A NUMBER TO
SCIENTIFIC NOTATION
1.  Convert the number you’re converting into a
number between _____________________________
___________________________________________
____________________________________________.
2.  Write the number that you came up with in step one,
followed by “_______”. (You can also use E in place
of this)
3.  Recall how many decimal places you moved the
decimal point in step one.
•
•
If the number that you’re converting is greater than 10,
write a positive number as a superscript above the “x 10”
from step 2.
If the number you’re converting is less than one, write a
negative number.
PRACTICE PROBLEMS: WRITE THESE
NUMBERS IN NORMAL FORMAT
¢ 4.2 x 103
¢ 2.50 x
¢ 4.35
x
¢ 6.830
¢ 7.32
102
x 10-2
x 10-4
¢ 4.890
106
x 103
¢ 7.34
x 10-5
¢ 1.32
x 103
PRACTICE PROBLEMS: WRITE THESE
NUMBERS IN SCIENTIFIC NOTATION
¢ 45,500
¢ 45,
500.
¢ 250
¢ 7,300
¢ 0.000
234
¢ 0.0045
¢ 0.000250
The Metric System You ARE going to use it The English System is not allowed in Science Units and Types of Measurement SI Unit
Mass
Length
Volume
Time
Temperature
Amount
Energy
Pressure
Metric
System
English System
METRIC PREFIXES: WHY WE CARE
Giga
Mega
kilo
deci
centi
milli
Micro
nano
pico
9/6/13
__
__
__
__
__
__
__
__
__
1,000,000,000
1,000,000
1,000
.1
.01
.001
.000001
.000000001
.000000000001
1.4
__
__
__
__
__
__
__
__
__
Metric Conversion Articles
•  Small Group Discussion [A, B, C, D]
–  What happened in your article?
–  Why did it happen?
–  How could this be avoided in the future?
•  Large Group Discussion
–  How are all of the articles connected?
–  Should the U.S. change to the S.I. (or metric)
system?
–  What problems would there be because of the
change?
Why SI?
Because it is:
1.  ______________
–  the whole world uses it
–  Except ____________
__________________
2.  ____________
–  Easy _____________
__________________
3.  Units make more _____
___________________
Finish this
statement: A
gallon is the
amount of rain…
Unit
Conversions
Dimensional Analysis
Dimensional Analysis and
Conversion Factors
n Dimensional analysis is a systematic
approach for solving problems by
multiplying a measurement by one or
more conversion factors with units.
n Conversion factors are ______________
_______________________________
derived from definitions or equalities
n 3 ft = 1 yd
n  16 oz = 1 lb.
Conversion Factors
•  Each equality can be
written as two conversion
factors
•  The equality below gives
the two conversion factors
on the right:
•  The correct one to use
depends on_________
_____________________
_____________________
_____________________
1 yd = 3 ft
⎛ 1yd ⎞
⎜ 3ft ⎟
⎝
⎠
⎛ 3ft ⎞
⎜ 1yd ⎟
⎝
⎠
Sample Problems
•  How many feet are
there in 25 yards?
•  How many yards
are there in 12 ft?
⎛ 3 ft ⎞
(25 yd )⎜⎜ ⎟⎟ =
⎝ 1yd ⎠
⎛ 1yd ⎞
(12 ft )⎜⎜ ⎟⎟ =
⎝ 3 ft ⎠
Practice Problems
•  How many ounces are there in 3.5 lb?
⎛ 16oz ⎞
(3.5lb)⎜
⎟ =
⎝ 1lb ⎠
n
How many gallons are there in 12 quarts?
⎛ 1gal ⎞
⎟⎟ =
(12qt )⎜⎜
⎝ 4qt ⎠
Metric to Metric Conversions
•  Metric to metric conversion factors are derived from
the definitions of metric prefixes.
•  These are exact numbers with unlimited Sig Figs
–  Because they are ____________________
1E-1 meter = 1 decimeter
1E-2 meter = 1 cm
1 meter = 10 decimeters
1 meter = 100 cm
Sample Problems
•  How many decimeters are there in 5.5 meters?
⎛ 1dm ⎞
(5.5m)⎜ −1 ⎟ =
⎝ 1x10 m ⎠
n
How many meters are there in 25
centimeters?
−2
⎛ 1x10 m ⎞
⎟⎟ =
(25cm )⎜⎜
⎝ 1cm ⎠
English to Metric Factors
•  English to Metric conversion factors are
derived from tables of equivalent values, for
example:
•  Remember that you need to keep in mind that these conversion
factors are estimated, not exact, like conversions within the same
system
Practice Problems
454 g = 1 lb 1 L = 1.06 qt 2.54 cm = 1 in
•  How many grams are there in 125 pounds?
⎛ 454 g ⎞
(125lb)⎜
⎟ =
⎝ 1lb ⎠
n
How many inches are there in 8.7 meters?
⎛ 1cm ⎞⎛ 1in ⎞
(8.7m)⎜ −2 ⎟⎜
⎟ =
⎝ 1x10 m ⎠⎝ 2.54cm ⎠
Temperature
Scales
Freezing point of water:
Boiling point of water:
http://library.tedankara.k12.tr/chemistry/vol2/pressure%20and%20temprature/z7.gif
Temperature Conversion
•  Fahrenheit degrees are smaller than Celsius
–  But the Fahrenheit scale is scientifically unimportant
•  100 º C is the equivalent of 212 º F
•  0 º C is equivalent to 273K
–  Based on 0K as the _______________________
ºF = 1.8* ºC + 32 º
ºC = (ºF - 32 º) / 1.8
K= ºC + 273
Practice Problems
•  What is 75.0 º F in ºC?
•  ºC =
–  But use a ºC thermometer and you’ll never need to convert
–  Take ALL temperatures in ºC
•  What is -12 º C in ºF?
•  Who cares? You’ll NEVER EVER go from ºC to ºF in this
class, b/c ºF is irrelevant in science classes
•  It’s ______, for the record _________________ in case
you needed to know
•  What is 100 ºC in K?
•  ________________________________
•  Kelvin scale IS important to chemistry
•  Know K to ºC conversions and ºC to K conversions