INCHEM

211

Department of Chemical Engineering

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 INCHEM 211:
INORGANIC CHEMISTRY
Inorganic chemistry is the study of synthesis, structures, reactions as well as
properties of inorganic compounds. Inorganic compounds typically refer to
materials not containing carbon-hydrogen bonds, including metals, salts and
minerals. Its practical applications include the development of catalysts,
surfactants, coatings, fuels, materials superconductors and drugs. At the end
of this course, you should be able to apply appropriate theories, principles,
concepts and skills in Inorganic chemistry to your profession.

To ensure that you will demonstrate the above cited learning outcomes, this
course originally designed to be delivered in 54 contact hours was structured
into eight modules. Each module contains several units with its own topic
learning outcomes and topic outline. Each unit contains activities designed
using the 5E constructivist model of learning, developed by Rodger Bybee
that encourages students to engage, explore, explain, elaborate and
evaluate their learning of topics covered therein. This means that at the end
of each unit, each module, in the course as a whole, you will be assessed on
your progress in attaining the course learning outcomes. Outcomes based
education dictates that only when you can clearly demonstrate the course
learning outcomes by the end of this course, can you be given a passing
mark.

TABLE OF CONTENTS

Module 2 Measurements in Chemistry

Unit 1: Accuracy and Precision
Unit 2: Units of Measurement
Unit 3: Scientific Notation
Unit 4: Significant Figures
Unit 5: Unit Factors and Unit Conversions

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 MODULE 2:
MEASUREMENTS IN CHEMISTRY

UNIT ONE – ACCURACY AND PRECISION

ENGAGE ENGAGE ENGAGE ENGAGE ENGAGE ENGAGE

In scientific work we recognize two kinds of numbers: exact numbers

(those whose values are known exactly) and inexact numbers (those whose
values have some uncertainty).

Exact numbers are those that have defined values or are integers that
result from counting numbers of objects. For example, by definition, there are
exactly 12 eggs in a dozen, exactly 1000 g in a kilogram, and exactly 2.54 cm in
an inch. The number 1 in any conversion factor between units, as in 1 m = 100
cm, is also an exact number.

Numbers obtained by measurement are always inexact. There are always

inherent limitations in the equipment used to measure quantities (equipment
errors), and there are differences in how different people make the same
measurement (human errors). Suppose that 10 students with 10 different
balances are given the same dime to weigh. The 10 measurements with 10 will
vary slightly. The balances might be calibrated slightly differently, and there
might be differences in how each student reads the mass from the balance.
Remember: Uncertainties always exist in measured quantities.

EXPLORE EXPLORE EXPLORE EXPLORE EXPLORE EXPLORE

PRECISION AND ACCURACY

Two terms are usually used in discussing the uncertainties in measured
values: precision and accuracy. Precision is a measure of how closely individual
measurements agree with one another. Accuracy refers to how closely
individual measurements agree with the correct or “true” value.

To understand further, let’s take a look at the figure below:

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 A B C

Let’s consider the figures above wherein the “x” marks are the targeted
points while the center of the circle indicates the right mark. For figure A, all of
those marks are at the center. Moreover, those four marks are near with each
other. Thus, it has good accuracy and good precision.

On the other hand, those marks under figure B are situated at almost one
point but it is not at the right mark. As a result, the figure has a good precision
but a poor accuracy.

Lastly, for figure C, all marks are distributed throughout the circle leading
to a conclusion of poor precision. In addition, those marks are located far from
the right mark (center). Therefore, it has poor accuracy as well.

In general, the more precise a measurement, the more accurate it is. We

gain confidence in the accuracy of a measurement if we obtain nearly the
same value in many different experiments. Thus, in the laboratory you will often
perform several different “trials” of the same experiment. It is possible, however,
for a precise value to be inaccurate. If a very sensitive balance is poorly
calibrated, for example, the masses measured will be inaccurate even if they
are precise.

EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN

To learn more about precision and accuracy, take the time to answer the
practice problem below:

EXERCISE NO. 1

Indicate which of the following are exact numbers:

a.) the mass of a paper clip
b.) the surface area of a coin

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 c.) the number of inches in a mile
d.) the number of ounces in a pound
e.) the number of microseconds in a week
f.) the number of pages of all of your modules

EXERCISE NO. 2

Four students were asked to weigh an empty Erlenmeyer flask four times.
The results were then tabulated as shown below. Determine whether the
following data below in terms of accuracy and precision. The flask was
established to be 250.6 grams.

1 2 3 4
Student A 200.9 190.3 180.9 233.6
Student B 250.1 251.9 249.9 250.6
Student C 195.6 194.9 195.1 195.7
Student D 251.0 250.9 250.5 250.6

ELABORATE ELABORATE ELABORATE ELABORATE

Formative Assessment (Graded Assignment)

1. Determine whether the following are exact or inexact: a)The
number of paper clips; b) The volume of a beaker; c) The mass of
a bucket of water; d) The number of apples in a tree; and d) The
weight of your pet cat.
2. Four groups were asked to determine the mass of a box three
times. The results were tabulated as shown below, it was then
determined that the box was 230.5 grams determine whether
the groups’ data was precise or not precise and accurate or not
accurate.

1 2 3
Group 1 199.5 200.1 198.3
Group 2 230.0 237.6 231.9
Group 3 230.5 230.9 229.9
Group 4 200.3 188.6 250.5

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 EVALUATE EVALUATE EVALUATE EVALUATE

You have reviewed some important concepts for Accuracy and Precision
and acquired additional and new knowledge on some important
advancement. You should be able to apply these concepts.

References:
Brown, Le May & Bursten. (1997). Chemistry, The Central Science, 7th Ed.
USA: Prentice Hall International.

ANSWERS TO EXERCISES:
EXERCISE NO. 1:
a.) Inexact
b.) Inexact
c.) Exact
d.) Exact
e.) Exact
f.) Exact

EXERCISE NO. 2:
Student A was not accurate and not precise.
Student B was accurate but not precise.
Student C was not accurate but was precise.
Student D was both accurate and precise.

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