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GSCI 163

GSCI 163. Lecture 1. GSCI 163 Matter of Matter. Spring 2011 Dr. Klebert Feitosa Office: PhCh – 2128 Phone: 586-5340 Email: feitoskb@jmu.edu. Course material. Web page http://csma31.csm.jmu.edu/physics/feitoskb/teaching_material/GSCI163.html

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GSCI 163

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  1. GSCI 163 Lecture 1

  2. GSCI 163Matter of Matter Spring 2011 • Dr. KlebertFeitosa • Office: PhCh – 2128 • Phone: 586-5340 • Email: feitoskb@jmu.edu

  3. Course material • Web page http://csma31.csm.jmu.edu/physics/feitoskb/teaching_material/GSCI163.html JMU Physics Feitosa Teaching  GSCI 163 • Blackboard

  4. Syllabus Content outline • States of matter • Periodic table • Atomic states • Shells • Chemical formulas • Reactions • Chemical equations • Solutions • Chemistry of water • Acid base • Carbon and organic chemistry

  5. Learn about what? • How do we learn? • How can we become better teachers? Goal for the class is to learn about the stuff we are made of. But also learn about how we learn and thus become better teachers.

  6. How do we learn? • Learning with understanding. Facts, relationships, application contexts, regions of validity, level of importance etc. combine to produce an understanding. • Pre-existing knowledge is the basis for all learning. Teachers must incorporate this into their instructional methods. They need to know what the student knows. • Active Learning. Students must take control of learning. • Metacognitive: strategizing, evaluating, assessing and relating your knowledge and understanding (by the learner). Takes the form of an internal dialog rich and multifaceted over process, content, and success one’s learning.

  7. Competence What is competence? • have a deep foundation of factual knowledge, • understand facts and ideas in the context of a conceptual framework, and • organize knowledge in ways that facilitate retrieval and application.

  8. Implications for teaching • Teachers must draw out and work with the preexisting understanding, which students bring with them. • Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and provide a firm foundation of factual knowledge. • Teachers must have the in-depth understanding. To develop sound pedagogical tools a teacher must understand the critical elements, relationships, subtleties… Also the teacher must be able to grasp the growth of the student at these levels. • The teaching of metacognitive skills should be integrated into the curriculum.

  9. Science • Power of science: • ability to predict and control outcomes based on fundamental knowledge and understanding of a specific phenomena. • What is the problem with learning science?

  10. Science • Power of science: • ability to predict and control outcomes based on fundamental knowledge and understanding of a specific phenomena. • What is the problem with learning science? • Math: we do not know the rules • Jargon: we do not know the definitions • Intuition: we do not know the facts Common language is critical

  11. Examples • Why can’t we divide by zero? • What if we insist in doing so, what would be the “answer”? • Another rule: • multiplying powers of same base

  12. Examples =

  13. Jargon • In physics precise definitions are paramount to avoid ambiguities and confusion. • As a result our common understanding of words sometimes take a new meaning in physics. • Example: Velocity and speed do not mean the same thing in physics.

  14. Units • Only rarely a numerical answer in physics does not carry units. • Units give you a description of the numerical quantity. • Give examples of units that you know (let us make a big table)

  15. International System • LENGTH - the standard length is 1 meter (1 m). • TIME - the standard time is 1 second (1 s). • MASS - the standard mass is 1 kilogram (1 kg). • TEMPERATURE - the standard temperature is 1 Kelvin (1 K) • AMOUNT - the standard amount is 1 mole (1 mol) • ELECTRICAL CURRENT - the standard current is 1 ampere (1 A) • LUMINOUS INTENSITY - the standard intensity is 1 candela (1 cd)

  16. CNN web site September 30, 1999 CNN NASA lost a 125 million Mars orbiter because a Lockheed Martin engineering team used English units of measurement while the agency’s team used the more conventional metric system for a key spacecraft operation, according to a review finding released Thursday. The units mismatch prevented navigation information from transferring between the Mars Climate Orbiter spacecraft team in at Lockheed Martin in Denver and the flight team at NASAs Jet Propulsion Laboratory in Pasadena, California. Lockheed Martin helped build, develop and operate the spacecraft for NASA. Its engineers provided navigation commands for Climate Orbiters thrusters in English units although NASA has been using the metric system predominantly since at least 1990…

  17. The problem? “ The navigation mishap killed the mission on a day when engineers had expected to celebrate the crafts entry into Mars orbit. After a 286day journey, the probe fired its engine on September 23 to push itself into orbit. The engine fired but the spacecraft came within 60 km 36 miles of the planet about 100 km closer than planned and about 25 km 15 miles beneath the level at which the it could function properly, mission members said. The latest findings show that the spacecrafts propulsion system overheated and was disabled as Climate Orbiter dipped deeply into the atmosphere, JPL spokesman Frank ODonnell said. That probably stopped the engine from completing its burn, so Climate Orbiter likely plowed through the atmosphere, continued out beyond Mars and now could be orbiting the sun, he said.”

  18. How do we convert units? • Math rules + a deep understanding of the definitions. • Problems: convert 70 mi/h in • Meters per second • Kilometers per hour

  19. How many • Seconds are in one day? • How many seconds have you lived? • What is the distance from the earth to the sun in m? (speed of light 300,000,000 m/s, takes approx 8 sec to travel this distance)

  20. Too big and too small • Very large and very small numbers are a nuisance. How can we deal with them? • Use scientific notation (powers of 10) • Use prefixes in our units • Switch units

  21. Use of prefixes

  22. Facts: states of mater • States of mater are typically divided in Gas, liquid and solid • List the characteristics of each one of these states

  23. A complete table

  24. Compressibility • What do we mean by compressibility? • What is force? • What is its relation to pressure, stress, strain?

  25. Law of gases • Boyle’s law if I increase the pressure what happens with the volume? Think of a tire pump.

  26. Law of gases • Boyle’s law if I increase the pressure what happens with the volume? Think of a tire pump. PV = const.

  27. Law of gases • Charles’ law What happens to the volume when the temperature increase or decrease? Think of a balloon in the freezer (show video)

  28. Law of gases • Charles’ law What happens to the volume when the temperature increase or decrease? Think of a balloon in the freezer

  29. Law of gases • Law of Gay-Lussac What happens with the pressure when the temperature increases? Think of a pressure cooker…

  30. Law of gases • Law of Gay-Lussac What happens with the pressure when the temperature increases? Think of a pressure cooker…

  31. Ideal gas law How much gas (number of moles) Ideal gas constant 8.314 Pa-m3/mol-K

  32. Next class The periodic table Assignments • Read Handout day 2 • Quiz on these topics (first 10-15 min of class) • Chose the topic of your teaching assignment

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