2013 Chemistry Calendar

The quintessential Chemistry Calendar for 2013 is now available to download for free at AUS-e-TUTE

Now there's no excuse for not celebrating the birthday of significant Chemists!

Gallium Practical Jokes

If you ask a Chemist what their favourite metal is, the chances are they will answer gallium.

Historically, gallium is significant because it was one of the elements that Dmitri  Mendeleev predicted the properties of, before the element had even been discovered! Mendeleev called the element ekkaaluminium.

Gallium has gained commercial value because gallium compounds such as gallium arsenide, GaAs, are important semiconductors in the electronics industry.

But the reason many Chemists like gallium is because of its interesting physical properties.
Gallium is a silvery metal with a metallic lustre that looks a lot like silver. Unlike silver however, gallium is not found as the element in nature. Gallium compounds occur in minute quantities in bauxite (an aluminium ore) and sphalerite (a zinc ore) and can be extracted from these ores by smelting.
The melting point of gallium is about 29.8^oC and its boiling point is about 2204^oC. This means that at temperatures between 29.8^oC and 2204^oC gallium is a liquid. Or put another way, if you have some gallium in a test tube on a hot summer's day in Sydney, or Miami, or anywhere where the temperature gets above 30^oC, what you will see is a puddle of molten metal, but if you take the molten gallium back into an air-conditioned room where the temperature is likely to be less than 25^oC, the gallium will freeze again.
And this is the basis of the disappearing spoon trick as shown in the video.

At temperatures below its melting point, gallium is a solid and can be fashioned into a spoon shape.  Being a silvery, metallic metal, it looks just like a silver teaspoon. However, if you were to stir your cup of hot tea or hot coffee with the gallium spoon, the spoon will melt because the temperature of the tea or coffee will be above the melting point of the gallium.



Further Reading
History of the Periodic Table
Periodic Table of the Elements
Metals and Non-metals
Chemical and Physical Changes
Writing Ionic Formula
Naming Ionic Compounds
Temperature Conversions
Latent Heat

Suggested Study Questions

1. Use the Periodic Table to find the following for gallium:
   • symbol
   • atomic number
   • atomic mass
2. With reference to the Periodic Table explain why Mendeleev would have named the unknown element, located where gallium is now known to be, ekkaaluminium.
3. Gallium often occurs in compounds in the +3 oxidation state, or as an ion in salts with a charge of 3+. Give the most likely formula for each of the following:
   • gallium chloride
   • gallium oxide
   • gallium hydroxide
4. Give the most likely name for each of the following:
   • GaH₃
   • Ga(NO₃)₃
   • Ga₂(CO₃)₃
5. Does the video show a chemical or a physical process? Explain your answer.
6. Sketch a temperature vs time curve to describe the melting of gallium.
7. Convert the melting point and boiling point of gallium from centigrade to kelvin.
8. Mercury has a melting point of about 234K and a boiling point of around 630K. Convert these temperatures to ^oC
9. Explain why mercury is a liquid at room temperature and pressure.
10. Could you freeze mercury by walking into an air-conditioned room like you can gallium? Explain your answer.

AUS-e-NEWS

An accident led to the discovery of gold in Australia's desert in 1893.

Within months a township grew up in the desert around the gold deposit.

A few years later, a scientific discovery led to a second gold rush which caused the inhabitants to destroy their town!

Read more in the December 2012 edition of AUS-e-NEWS.

If you would like to subscribe to AUS-e-NEWS email

New Metallurgy Resources

AUS-e-TUTE has just added new metallurgy resources.
Tutorials, game, test and drills on the chemistry of deciding how to extract a metal from its ore.
Visit http://www.ausetute.com.au

Paraquat

On Monday 12th November 2012, a Queensland farmer was out spraying paraquat, one of the most widely used herbicides (weedkillers) in the world. The pressure pump unit released and sprayed paraquat into the farmer's mouth. Tragically, 24 hours later the farmer died.


Because paraquat is a highly toxic chemical, it is available in Australia and the United States only to trained users and is not supplied for home or garden use. Even though it is so toxic to humans, it is still widely used because it kills a wide range of grasses and weeds very quickly and becomes biologically inactive on contact with the soil.

Paraquat is the trade-name for 1,1'-dimethyl-4,4'-bipyridinium dichloride. The structural formula is shown on the right.
1,1'-Dimethyl-4,4'-bipyridinium dichloride is a yellow solid at room temperature and pressure and smells faintly like ammonia.

 Commercially, paraquat is available as a solution at a concentration of 250 g/L. This is further diluted by the farmer before applying it to the fields.


Reference
http://www.couriermail.com.au/news/queensland/lifelong-farmer-dies-from-toxic-weedkiller/story-e6freoof-1226517724826

Further Reading 
Empirical and Molecular Formula 
Relative Molecular Mass
Concentration of Solutions (molarity)
Structural Isomers

Suggested Study Questions:

1. Give the molecular formula for paraquat.
2. Give the empirical formula for paraquat.
3. Calculate the molecular mass of paraquat.
4. Calculate the moles of paraquat present in 8 L of commercially available paraquat solution.
5. Draw the structural formula for 2 possible structural isomers of paraquat.
6. Paraquat is often sold as the chloride salt as shown in the structural formula in the article above. It can also be sold as the sulfate salt. Draw a possible structural formula for the sulfate salt form.
7. In the instructions for use, the manufacturer of paraquat stresses that only clean water, water free of clay or silt, should be used to dilute the paraquat solution. Why is it so important to use clean water?
8. Suggest some safety precautions that farmers should take when preparing and using paraquat.

New Metallurgy Resources

AUS-e-TUTE has just added new tutorials, games, tests, and drills to its metallurgy section.
The new sections include:
Metal + Water Reactions
Metal + Non-oxidizing Acid Reactions
Metal + Oxygen Gas Reactions
Activity Series (metals)

Chemistry in Eclipses

The 14th November 2012 excites students of physics and those interested in astronomy. This is the date of a total eclipse of the sun. The area of totality will pass over northern Australia, from east of Darwin in the Northern Territory to the Cape York Peninsula of Far North Queensland, turning morning into darkness. The rest of Australia will see a partial eclipse.

But why would chemists get excited about a solar eclipse?

The story begins more than 200 years ago ...

Gaps in the Solar Spectrum?

In 1802 an English Chemist, William Hyde Wollaston, was the first person to record the appearance of a number of dark lines in the emission spectrum of light from the sun.

In 1814, German physicist Joseph von Fraunhofer began measuring the wavelengths of over 570 of these lines.

Fingerprinting the Sun

Robert Gustave Kirchhoff and Robert Bunsen, developed a better prism-based spectroscope and observed that the spectral lines emitted by a gas occurred at the same wavelength as the absorption lines observed when incandescent light from Bunsen's burner shone through the same gas heated at the same temperature.

Then Kirchhoff,  proposed the laws of spectroscopy which bear his name:

1. A hot solid object produces light with a continuous spectrum
2. A hot tenuous gas produces light with spectral lines at discrete wavelengths (an emission spectrum)
3. A hot solid object surrounded by a cooler tenuous gas produces light with an almost continuous spectrum with gaps at discrete wavelengths (an absorption spectrum)

A star, like the sun, will create an absorption line spectrum because the continuous spectrum emitted by the dense, opaque gas that makes up most of the star passes through the cooler, transparent atmosphere of the star.

In 1859, Kirchhoff  demonstrated that all pure substances display their own characteristic spectrum, so it is possible to use the spectrum of elements to identify elements in a mixture, just like each person's fingerprints are unique and can be used to identify them. He proposed  that the lines in the solar spectrum are caused by the absorption of light by elements in the solar atmosphere and set out to identify the elements present in our sun.

New Element Discovered

On the 18th August 1868 there was a total solar eclipse. In India, French astronomer Pierre Janssen observed this eclipse using a spectroscope. He recorded a bright yellow line with a wavelength of 587.49 nm in the spectrum of the solar prominences. The same result was also recorded by British astronomer Norman Lockyer. This line could not be due to sodium, because although sodium produces a bright yellow line (actually more than 1), the wavelength of sodium's 'line' is about 589.3 nm. Lockyer proposed that this line was due to a new element which he called helium after the greek word 'helios' meaning 'sun'.

About 10 years later, Scottish chemist William Ramsay isolated helium on earth ...... but that's another story.

References:

http://eclipse.aaq.org.au/

http://www.csiro.au/en/Outcomes/Understanding-the-Universe/Tracking-spacecraft/History-of-total-solar-eclipses.aspx

Further Reading:

Emission Spectra 

Suggested Study Questions:

1. speed of light (m/s) = frequency (s^-1) x wavelength (m)
   If the speed of light is 3 x 10⁸ ms^-1 calculate:
• find the frequency of the 'yellow line' in sodium's spectrum
• find the frequency of the yellow line for the new element found in the solar spectrum
2.  speed of light (m/s) = frequency (s^-1) x wavelength (m)
   If the speed of light is 3 x 10⁸ ms^-1 calculate:
• wavelength of blue light with a frequency of 6.9 x 10¹⁴ s^-1
• wavelength of red light with a frequency of 4.6 x 10¹⁴ s^-1
  
3. The energy of light emitted, E, is Planck's constant,h, multiplied by the speed of light divided by the wavelength of light emitted. Write a mathematical equation to represent this.
4. Use your equation above to calculate
   • energy of the blue light in question 2 above
   • energy of the red light in question 2 above
5. Complete the following generalizations:
   • The longer the wavelength of light, the ___________ energy it has
   • The shorter the frequency of light, the _________ energy it has.
6. Compare the wavelength of the 'yellow line' in sodium's spectrum and the yellow line for the 'new element'. Which element has
   • the longest wavelength
   • the shortest frequency
   • the most energy
7. Describe the difference in the spectrum of light from the sun as seen in a spectroscope compared to the spectrum of light from a fluorescent light as seen in a spectroscope.
8. Explain the differences between the two spectrum in question 7 above.