Science chemistry topics in chemistry. What role does chemistry play in human life and why is it needed?
The importance of chemistry in human life is difficult to overestimate. Let us present the fundamental areas in which chemistry has a creative impact on people’s lives.
1. The emergence and development of human life is not possible without chemistry. It is chemical processes, many of whose secrets scientists have not yet revealed, that are responsible for that gigantic transition from inanimate matter to the simplest single-celled organisms, and then to the pinnacle of the modern evolutionary process - man.
2. Most of the material needs that arise in human life are served by natural chemistry or are satisfied as a result of the use of chemical processes in production.
3. Even the lofty and humanistic aspirations of people are fundamentally based on the chemistry of the human body, and, in particular, strongly depend on the chemical processes in the human brain.
Of course, all the richness and diversity of life cannot be reduced only to chemistry. But along with physics and psychology, chemistry as a science is a determining factor in the development of human civilization.
Chemistry of life
As far as we currently know, our planet formed approximately 4.6 billion years ago, and the simplest fermenting single-celled life forms have existed for 3.5 billion years. Already 3.1 billion years ago they could have used photosynthesis, but geological data on the oxidizing state of sedimentary iron deposits indicate that the Earth's atmosphere became oxidizing only 1.8-1.4 billion years ago. Multicellular life forms, which apparently depended on the abundance of energy possible only by breathing oxygen, appeared on Earth approximately a billion to 700 million years ago, and it was at that time that the further evolution of higher organisms began to take shape. The most revolutionary step since the origin of life itself was the use of an extraterrestrial source of energy, the Sun. Ultimately, this is what turned the meager sprouts of life, which used random natural molecules with a lot of free energy, into a huge force capable of transforming the surface of the planet and even extending beyond its boundaries.
Currently, scientists are of the view that the origin of life on Earth occurred in a reducing atmosphere, which consisted of ammonia, methane, water and carbon dioxide, but did not contain free oxygen.
The first living organisms obtained energy by decomposing molecules of non-biological origin with large free energy into smaller molecules without oxidizing them. It is assumed that in the early stages of the Earth's existence, it had a reducing atmosphere consisting of gases such as hydrogen, methane, water, ammonia and hydrogen sulfide, but containing little or no free oxygen. Free oxygen would destroy organic compounds faster than they could be synthesized as a result of naturally occurring processes (under the influence of electrical discharge, ultraviolet radiation, heat or natural radioactivity). Under these reducing conditions, organic molecules that were formed by non-biological means could not be destroyed by oxidation, as happens in our time, but continued to accumulate over thousands of years, until finally compact localized formations of chemical substances appeared. which can already be considered living organisms.
The living organisms that emerged could maintain existence by destroying naturally occurring organic compounds, absorbing their energy. But if this were the only source of energy, then life on our planet would be extremely limited. Fortunately, about 3 billion years ago, important metal compounds with porphyrins appeared, opening the way to the use of an entirely new source of energy: sunlight. The first step that raised life on Earth above the role of a simple consumer of organic compounds was the inclusion of coordination chemistry processes.
Apparently, the restructuring was a side effect of the emergence of a new method of storing energy - photosynthesis * - which gave its owners a huge advantage over simple enzymatic energy absorbers. Organisms that developed this new property could use the energy of sunlight to synthesize their own energy-intensive molecules and no longer depend on what was in their environment. They became the predecessors of all green plants.
Today, all living organisms can be divided into two categories: those that are able to make their own food using sunlight, and those that are not. Most likely, its related bacteria are today living fossils, descendants of those ancient fermentable anaerobes that retreated into rare anaerobic regions of the world when the atmosphere as a whole accumulated large quantities of free oxygen and acquired an oxidizing character. Since organisms of the second category exist due to the organisms of the first category they eat, the accumulation of energy through photosynthesis is the source of driving force for everything living on Earth.
The general reaction of photosynthesis in green plants is the reverse of the combustion of glucose and occurs with the absorption of a significant amount of energy.
6 CO2 + 6 H2 O --> C6 H12 O6 + 6 O2
The water is split into its elements, which creates a source of hydrogen atoms to reduce carbon dioxide into glucose, and unwanted oxygen gas is released into the atmosphere. The energy required to carry out this highly non-spontaneous process is provided by sunlight. In the most ancient forms of bacterial photosynthesis, the source of reducing hydrogen was not water, but hydrogen sulfide, organic matter, or hydrogen gas itself, but the easy availability of water made this the most convenient source, and it is now used by all algae and green plants. The simplest organisms that carry out photosynthesis with the release of oxygen are blue-green algae. It is more correct to designate them by the modern name cyanobacteria, since they are, in fact, bacteria that have learned to extract their own food from carbon dioxide, water and sunlight.
Unfortunately, photosynthesis releases a dangerous byproduct, oxygen. Oxygen was not only useless to early organisms, it competed with them by oxidizing naturally occurring organic compounds before they could be metabolized by those organisms. Oxygen was a much more efficient “devourer” of energy-intensive compounds than living matter. Even worse, the layer of ozone that gradually formed from oxygen in the upper atmosphere blocked the sun's ultraviolet radiation and further slowed the natural synthesis of organic compounds. From all modern points of view, the appearance of free oxygen in the atmosphere was a threat to life.
But, as often happens, life managed to get around this obstacle and even turned it into an advantage. The waste products of the primary protozoa were compounds such as lactic acid and ethanol. These substances are much less energy-intensive compared to sugars, but they are capable of releasing a large amount of energy if they are completely oxidized to CO2 and H2 O. As a result of evolution, living organisms arose that are able to “fix” dangerous oxygen in the form of H2 O and CO2, and in return receive the energy of combustion of what was previously their waste. The benefits of burning food with oxygen have proven to be so great that the vast majority of life forms - plants and animals - now use oxygen respiration.
When new sources of energy appeared, a new problem arose, no longer associated with obtaining food or oxygen, but with transporting oxygen to the proper place in the body. Small organisms could make do with simple diffusion of gases through the liquids they contained, but this was not enough for multicellular creatures. Thus, another obstacle arose before evolution.
Breaking the deadlock for the third time was possible thanks to the processes of coordination chemistry. Molecules appeared, consisting of iron, porphyrin and protein, in which iron could bind an oxygen molecule without oxidizing. Oxygen is simply transported to different parts of the body to be released under the right conditions - acidity and lack of oxygen. One of these molecules, hemoglobin, carries O2 in the blood, and the other, myoglobin, receives and stores (stores) oxygen in muscle tissue until it is needed in chemical processes. As a result of the appearance of myoglobin and hemoglobin, restrictions on the size of living organisms were lifted. This led to the emergence of a variety of multicellular organisms, and ultimately humans.
* Photosynthesis is the process of converting light energy into chemical bond energy of the resulting substances.
** Metabolism is the breakdown of energy-rich substances and the extraction of their energy.
Chemistry as a mirror of human life.
Look around and you will see that the life of a modern person is impossible without chemistry. We use chemistry in food production. We drive cars whose metal, rubber and plastic are made using chemical processes. We use perfumes, eau de toilette, soap and deodorants, the production of which is unthinkable without chemicals. There is even an opinion that the most sublime human feeling, love, is a set of certain chemical reactions in the body.
This approach to considering the role of chemistry in human life is, in my opinion, simplified, and I suggest you deepen and expand it, moving to a completely new plane of assessment of chemistry and its impact on human society.
Relatively recently, people realized that conscious imitation of nature in technology can give excellent results. By copying a bird's wing, we created an airplane. Having considered the method of movement of the worm, we obtained tractor tracks. By taking a closer look at the movements of the skin of dolphins and sharks, they were able to significantly increase the speed of the torpedo as it moved in the water. There are many more such examples that can be given, and there will be even more of them if we apply this approach more often.
What about chemistry? Is it really possible that it, being in fact a more “subtle” and deeper science, compared to the mechanics of macro-objects, will not give us any hints and clues, having considered which, a person would take the next step in his development. It turns out that such clues exist, but no one has yet tried to find and use them. And it turned out that these clues concern a higher area than those given by mechanics.
The world of people is rich and diverse, but still the behavior of each person individually, and stable human groups or communities, can be reduced to a certain set of qualities. And here we can draw an analogy between an atom and a person. Indeed, although the number of different atoms is limited, they can be arranged in completely different ways in molecules and actually interact differently, depending on what they have to react with. That's how man is.
Now let's compare the properties of an atom (from the point of view of chemistry) and a person (from the point of view of human relationships).
The most active are alkali metal atoms. Their repulsive shield of electrons is small and weak, but they can interact with almost all chemical elements. A person of this type can also communicate well and get along with other people. But he will lose his individuality. After all, alkali metals are not found in pure form in nature, but are found only in the form of compounds.
On the other hand, noble gases create an insurmountable barrier of eight electrons around themselves, and special conditions must be created to force them to react. So are people. By fencing off from the whole world, a person or society loses the ability to change and develop, because interaction is a mutual action. In the process, both sides change.
And finally, the ideal of the world of chemical elements is carbon. This element harmoniously combines security (4 electrons) and openness (4 vacancies). Moreover, the distribution of electrons can change quite easily without requiring large energy expenditures. Carbon is capable of forming double and triple bonds by interacting with its own kind.
In our search for the ideal person, we must use this information. By showing in our behavior a reasonable compromise between defending our interests (defense) and taking into account the opinions of our opponents, slightly changing our approaches to solving problems, just as a carbon atom changes the location of its electrons and vacancies during reactions, we will advance in obtaining results much further than, if they kept their position unchanged.
Taking into account the fact that this approach can be applied by a large number of people, they, like identical carbon atoms, will be able to form strong (double and triple) bonds. The same can be said in relation to human communities (small groups, public associations and entire states).
Developing this idea, we can assume that the most promising path for the development of humanity is the direction in which there will be a wide variety of views and opinions in society, a significant number of methods of action will be permitted by law, but the majority of people will have universality, the ability to understand other people and interact with them , similar to the versatility of the carbon atom. Under such conditions, the life of society will be harmonious and stable.
The example of hydrogen is also very indicative in this matter. Reduce your sphere of influence (or reduce the scope of your requests) and you, like the hydrogen atom, will be able to interact and unite with a much larger number of people (elements).
So, summarizing all of the above, we note that chemistry in human life can become a guiding star for the harmonious development of the entire human society.
Applied issues of the influence of chemistry on the development of human life.
In the previous chapter, we highlighted the philosophical approach to assessing chemistry in human life. This was, so to speak, a general view. Here we will consider the role of chemistry and its impact on human life from a strategic perspective.
If we take as the main goal of the existence of human civilization its harmonious and comprehensive development, especially in intellectual matters, then the question arises of what chemistry can do on this path. By studying the behavior of people and especially the influence on their behavior of what they eat, we can draw an unambiguous conclusion. Natural healthy foods contain substances that can not only increase the body's physical performance, but also stimulate its brain activity. Therefore, by using such food at the right time in the right quantities, we could accelerate the development of human civilization without spending more resources on it than now. This approach is a new social innovation, and, consequently, the role of chemistry in human life will increase even more.
It is necessary to conduct large-scale scientific research in this area and apply its results in everyday life. After all, even such a social evil as alcoholism can be defeated by wisely using the “food issue” in relation to people suffering from this illness.
I'll say even more. Applying this approach to nutritional issues for incarcerated people can clearly reduce the rate of recidivism.
The same method can be applied to fertility planning.
Of course, in each of the proposed areas, we should not infringe on a person’s freedom of choice. But given that we are what we eat, the use of the above strategies is a completely reasonable alternative to modern methods.
And now about what, in my opinion, is the most decisive strategy that needs to be implemented. This page is part of a site dedicated to the general theory of interactions, a new alternative theory. Chemical processes, and the very structure of atoms, are shown in this theory in simple human language and using animation; compare these views with those you have seen in textbooks. And make your choice. Perhaps he will not be in favor of the general theory of interactions, but one thing is certain. Chemistry will appear before you as an interesting science, without gaps and inconsistencies in views, without unfounded postulates, a science in which there are no boundaries for creativity. You can use the general theory of interactions to understand many very vaguely explained issues. Moreover, you don’t even have to remember the descriptions made by me; they themselves will be recorded in your memory, because they are simple and consistent. True, you will have to take something else in the exam.
In this section you can choose interesting chemistry project topics. The leader should pay attention to the level of complexity of a particular topic and its comparison with the student’s level of knowledge. The research process involves consulting the teacher and selecting literature for him.
We recommend that you carefully select interesting research topics in chemistry students in grades 7, 8, 9, 10 and 11 and determine a topic suitable for themselves based on complexity, interest and their own hobbies.
Also, you can select a current topic for a chemistry project at a less complex level, expand or generalize it in the future.
The topics of research work in chemistry presented to schoolchildren are current in nature and imply research and study of new, more in-depth information on the subject. In the future, the acquired knowledge can be applied in chemistry lessons, and can also be used as a basis in subsequent studies. Following the links you can find research topics on the subject of chemistry for high school students.
These topics of research projects in chemistry will be of interest to students in grades 7, 8, 9, 10 and 11 who are interested in chemistry, conducting various interesting experiments and experiments, who want to learn and understand, and find answers to questions that interest them in the process of exciting research.
The topics below are sorted alphabetically; they are exemplary and basic for use in the research activities of students in the subject of chemistry.
Research topics in chemistry
Sample topics for research projects in chemistry:
Highway, snow, soil, plants.
The car as a source of chemical pollution of the atmosphere.
Automotive fuel and its use.
Agronomy. The effect of mineral fertilizers.
Nitrogen in food, water and the human body.
Nitrogen and its compounds
Nitrogen as a biogenic element.
Watercolor paints. Their composition and production.
Aquarium as a chemical and biological research object.
Activated carbon. Adsorption phenomenon.
Actinoids: a look from the past to the future.
Diamond is an allotropic modification of carbon.
Diamonds. Artificial and natural growth.
Alchemy: myths and reality.
Aluminum is a metal of the 20th century.
Aluminum and its welding.
Aluminum in the kitchen: a dangerous enemy or a faithful assistant?
Aluminum. Aluminum alloys.
Analysis of spring water quality.
Analysis of drugs.
Analysis of soft drinks.
Analysis of ascorbic acid content in some currant varieties.
Chips analysis.
Water anomalies.
Antibiotics.
Antiseptics.
Anthropogenic influence of wastewater on spring waters.
The aroma of health.
Aromatherapy as a way to prevent colds.
Aromatherapy.
Ester-based flavors.
Aromatic oils are a priceless gift of nature.
Aromatic essential oils and their uses.
Aromas, smells, vibes.
Ascorbic acid: properties, physiological action, content and dynamics of accumulation in plants.
Aspirin - friend or foe?
Aspirin - benefit or harm.
Aspirin as a preservative.
Aspirin: pros and cons.
Aerosols and their use in medical practice.
Proteins are the basis of life.
Proteins and their importance in human nutrition.
Proteins and their nutritional value.
Proteins as natural biopolymers.
Benzopyrene is a chemical and environmental problem of our time.
Biogenic classification of chemical elements.
Biologically active substances. Vitamins.
Dietary supplements: profanity or benefit?
Biorole of vitamins.
Noble gases.
Paper and its properties.
Sandwich with iodine, or the whole truth about salt.
Would there be life on Earth without the existence of iron?
Household filters for purifying tap water and a method for their regeneration.
In the world of acids.
In the world of metal corrosion.
In the world of polymers.
In the wonderful world of crystals.
What does the bread taste like?
The most important indicator of the ecological state of the soil is pH.
The great mystery of water.
The great scientist M.V. Lomonosov.
Great Britain in the life and work of D.I. Mendeleev.
Chemistry project topics (continued)
Example topics for research papers in chemistry:
Types of chemical bonds.
Vitamin C and its importance.
Vitamins in human life.
Vitamins and vitamin deficiency.
Vitamins and human health.
Vitamins as the basis for the life of living organisms.
Contribution of D.I. Mendeleev in the development of agrochemistry, its significance for modern agriculture.
Contribution of D.I. Mendeleev in the development of the oil industry.
Contribution of M.V. Lomonosov in the development of chemistry as a science.
The influence of road transport on the degree of air pollution.
The influence of metals on the female body.
Water is the number one substance.
Water is a familiar and unusual substance.
Water is the basis of life.
The water is amazing and surprising.
Water: death or life? Study of water quality in reservoirs and water supply systems.
Hydrogen in industry, production and sales forms.
Hydrogen indicator in our life.
Air is a natural mixture of gases.
The air we breathe.
Invisible air.
All the secrets of amber.
Isolation of tartaric acid from the studied grape variety.
Growing single crystals at home from a saturated solution of salts and alum.
Growing a crystal at home.
Growing crystals in a home laboratory.
Growing crystals under various external conditions.
Carbonated water - harm or benefit.
Carbonated drinks are poison in small doses.
Carbonated drinks in the life of a teenager.
Carbonated drinks: good or bad?
Soda. Tasty! Healthy?
Monosodium glutamate is a cause of food addiction.
Rock crystal is a symbol of modesty and purity of thoughts.
Long live scented soap!
Decorative cosmetics and its effect on the skin.
Facets of bright nature. DI. Mendeleev.
Baby food.
The dietary sugar substitute aspartame is a toxic substance.
What is iodine for?
Additives, colorings and preservatives in food products.
Home first aid kit.
A dozen spices through the eyes of a chemist.
To eat or not to eat - that is the question!?
Chewing gum. Myth and reality.
Chewing gum: benefit or harm?
Iron is an element of civilization and life.
Iron and its compounds.
Iron and human health.
Iron and the environment.
Water hardness: current aspects.
Painting and chemistry.
Liquid dishwashing detergents.
Life value of honey.
Gluten Free Life.
Fats: harm and benefit.
Protective properties of toothpastes.
Signs on food packaging.
Famous drinks. Pros and cons of Pepsi and Coca-Cola, Sprite and Fanta drinks.
Toothpastes
From the life of a plastic bag.
What does clothing consist of? Fibers.
We study silicates.
Studying the properties of shampoos.
Learning the secrets of making glue.
Study of the composition and properties of mineral water.
Studying the composition of ice cream.
Study of the ability and dynamics of accumulation of heavy metals by medicinal plants (using the example of one type of medicinal plant).
Studying the characteristics of ice cream as a food product.
Food additive indices.
Indicators in everyday life.
Indicators are all around us.
Indicators. Application of indicators. Natural indicators.
Inert gases.
Artificial fats are a health hazard.
Use of Daphnia to determine threshold values of heavy metal ions.
Use of yeast in the food industry.
Study of pH solutions of some types of soap, shampoos and washing powders.
Study of the effect of chewing gum on the human body.
Research on water hardness and ways to reduce it.
Study of water quality in the city and suburbs.
Study of the properties of aspirin and the study of its effect on the human body.
Study of the properties of sulfuric acid.
Study of the level of corrosion of city monuments.
Study of the physical and chemical properties of milk from different producers with an environmental certificate.
Study of the physicochemical properties of natural juices from different manufacturers.
Study of the chemical composition of water to determine the effectiveness of using the Barrier-4 filter.
Study of the chemical composition of local clays.
The history of chocolate.
Iodine in food and its effect on the human body.
Iodine in food and its effect on the human body.
How to determine the quality of honey.
Which ice cream tastes better?
Calcium and its compounds in the human body.
Catalysis and catalysts.
Porridge is our health.
Quartz and its application.
Acidity of the pH environment and human health.
Acid rain.
Acid rain and its impact on the environment.
Acids and alkalis in everyday life.
Are cranberries a northern lemon?
Sausage - is it tasty and healthy?!
Quantitative determination of mercury in energy-saving light bulbs.
Corrosion of metals and ways to prevent it.
Coffee in our life.
Caffeine and its effect on human health.
Dyes and food.
Silicon and its properties.
Kumis is the national drink of the Kazakhs.
Kumis and its healing properties
Medicines and poisons in ancient times.
Medicinal plants.
Medicine or poison?
Mayonnaise is a familiar stranger!
Mendeleev and the Nobel Prize.
Metals are the elements of life.
Metals in human life.
Metals in art.
Metals in space.
Metals in the human body.
Metals of antiquity.
Metals and alloys, their properties and application in electronic equipment.
Metals on the human body.
Metals of the periodic table of chemical elements D.I. Mendeleev.
Biogenic metals.
Microelements in the body
Microelements: evil or good?
Minerals.
World of water. Secrets of plumbing, secrets of mineral water.
World of plastics.
World of glass.
Milk: pros and cons.
Dairy products.
We live in a world of polymers.
Soap: yesterday, today, tomorrow.
Soap: friend or foe?
Soap: history and properties.
Soap story.
Presence of iodine in food products and its biological role.
The drink "Coca-Cola": new questions of an old problem.
Oil and petroleum products.
Detection of water content in gasoline.
Determination of fats, carbohydrates and proteins in chocolate.
Determination of lead ions in the grassy vegetation of city parks.
Determination of iodine in iodized table salt.
Determination of the amount of vitamin C in lemon.
Determination of impurities in tap water.
Determination of physicochemical parameters of milk.
Organic poisons and antidotes.
Be careful - beer!
Pectin and its effect on the human body.
Hydrogen peroxide.
Periodic system D.I. Mendeleev as the basis of a scientific worldview.
Nutritional additives keep bread fresher longer.
Is table salt just a seasoning?
Table salt - crystals of life or white death?
Table salt is a mineral of extraordinary importance.
Why are chestnut trees dying in the industrial area of the city?
Why are vegetables and fruits sour?
Application of chlorophyll in the synthesis of acrylamide hydrogels.
The problem of iodine deficiency.
Disposal problem. Recycling.
Spices through the eyes of a chemist.
Psychoactive substances in human everyday life.
Soluble mortal (poisons).
Beauty recipes.
The role of saliva in the formation and maintenance of caries resistance of tooth enamel.
Sugar and sweeteners: pros and cons.
Collection of poems "Chemistry and Life".
Secrets of a white-toothed smile.
Sulfur and its compounds.
Synthetic high molecular weight compounds (HMCs).
Synthetic detergents for automatic washing machines.
Synthetic detergents and their properties.
Soda: familiar and unfamiliar.
Nitrate content in drinking and table mineral waters.
Juice as a source of ascorbic acid.
Composition of air and its pollution.
Composition and properties of toothpastes.
Composition and properties of vegetable oils.
Composition of detergents.
Composition of tea.
The state of precipitation in the school area and outside the city.
Dishwashing detergents.
Washing powders: review and comparative characteristics.
Is it worth eating a peck of salt?
The silent power of poisons.
Amazing "silver" reactions.
Phosphorus, its properties and allotropic changes.
Chemical analysis of tap water at my school to determine organoleptic characteristics, content of chloride ions and iron ions.
Chemical analysis of river water.
Chemistry is an ally of medicine.
Chemistry of paints.
Chemistry of silicon and its compounds.
Chemistry of manganese and its compounds.
Chemistry of copper and its compounds.
Water chlorination: forecasts and facts.
What are squirrels afraid of?
Chernobyl. This must not happen again.
Chips: harm or benefit?
Chips: delicacy or poison?
Chips: good or bad?
What do we know about shampoo?
What you need to know about nutritional supplements.
What is healthier - tea or coffee?
"What's behind the letter 'E'?
What's in a cup of tea?
What is acid rain and how is it formed?
What is oil and how did it appear on Earth?
What is sugar and where does it come from?
What's in our salt shaker and sugar bowl?
Cast iron and its welding.
Miracles of glass.
Silk natural and artificial.
Chocolate is the food of the gods.
Chocolate: harm or benefit?
Chocolate: treat or medicine?
Environmental safety at home.
Environmental problems of outer space.
Examination of the quality of honey and methods of its falsification.
Examination of the organoleptic properties of wheat bread.
Element number one.
Energy drinks are new generation drinks.
Energy-saving lamps and the environmental crisis.
These delicious dangerous chips.
I am on a diet!
Amber - magical tears of a tree.
State educational institution
Secondary vocational education
Kiselevsky Pedagogical College
Chemistry in verse
(collection of poems in chemistry for students and teachers of chemistry, author - compiled by T. A. Manysheva)
The collection includes poems on the main topics of general, inorganic and organic chemistry, studied in general education and other educational institutions. This manual can be recommended to those who study and love chemistry and chemistry teachers.
Forced training cannot be firm,
But that which enters with joy and gladness,
It sinks firmly into the souls of those who listen.
Basil the Great
Currently, a new education system is being formed, focused on entering the global educational space. The general trends in the development of education are not only a significant expansion of the scope of competencies of students, but also an increase in their culture, maximum development of abilities, creative potential and individuality, the formation of a humanistic system of values, as well as the preservation and strengthening of health.
In recent years, the majority of students are increasingly classifying chemistry as an unloved and difficult subject, since, first of all, they cannot assimilate the minimum information without which it is impossible to understand the subject. The desire of every teacher is to instill love and interest in the subject, achieve the highest possible level of understanding and knowledge, take care of the health of students and their own health, building conflict-free, friendly relationships. This method is facilitated by the creation of a lyrical emotional mood with the help of artistic words.
The expressiveness and brightness of the artistic word allows you to diversify and enliven the presentation of dry chemical material, arouse interest in the topic and the subject as a whole, activate associative memory, promote aesthetic education, and also relieve stress and fatigue. A well-chosen rhyme or comparison makes it easier to understand and remember the composition of a substance, this or that property of the elements, compounds being studied and the phenomena occurring with them.
Works of fiction, improving the imaginative thinking of students, can have a beneficial effect on the development of their imagination, the ability to express original ideas, that is, those qualities that are necessary for scientific creativity. In this regard, it is appropriate to quote the words of the famous Soviet chemist A.E. Arbuzova: “I can’t imagine a chemist who is not familiar with the heights of poetry, with paintings, with good music. It is unlikely that he will create anything significant in his field...”
A modern teacher must be a versatile person. He is no stranger to lyricism. Feeling the passion of the teacher, the students are carried away and become involved in artistic creativity: they begin to write poems, stories, fairy tales, and compose riddles. And gradually, from being unloved and difficult, chemistry moves into the rank of interesting, entertaining and understandable subjects.
The method of using works of art can be varied. If the passage contains a description of a chemical phenomenon, then it is advisable to read it to illustrate the material being studied. You can do it differently: after reading a fragment from a work of art, ask students: what chemical phenomenon are we talking about in the quoted text? Which chemical reaction matches this description? How to write an equation for a reaction? Accompanying a demonstration experiment with poetry makes it easier to understand and remember the conditions and signs of reactions, and the characteristic properties of substances.
This collection includes poems by outstanding chemists: M.V. Lomonosov and N.A. Morozov, famous poets: S. Shchipachev, L. Martynov, V. Shalamov, E. Efimovsky and others, students and teachers of various educational institutions , students of Kiselevsky Pedagogical College. Poems by authors unknown to the compiler are marked* .
The collection consists of three sections. Section I is devoted to the science of chemistry. It opens with a poem by A. Chernova, a student at the Kiselevsky Pedagogical College, “Science of Chemistry.” Section II reveals basic chemical concepts, such as electronegativity, oxidation state, allotropy, electrolytes, rate of chemical reactions, etc.
Section III - on chemical elements and substances - is devoted to the periodic system of chemical elements of D.I. Mendeleev, non-metals, metals (in ascending order of the number of groups of elements) and their compounds, as well as organic chemistry. Some verses are accompanied by corresponding formulas and equations for better understanding and memorization.
The collection can be used by students of general education and other institutions, as well as teachers, both in class and in extracurricular activities to form and develop interest in chemistry.
Science "Chemistry"
Science is chemistry - a magical subject,
It will give you an answer to any of your questions.
Will tell you where the substance came from,
Consists of what, and what comes out.
You will learn the achievements of scientists
And what is their meaning?
And do the equations and experiments together,
After all, this is serious and so interesting!
The science of "Chemistry" should always be
She is mysterious, but very important!
You will hear the sound of "chemical lyres"
And a wonderful world will open up in chemistry!
A. Chernova
Hydrolysis
Some compounds are characterized
Well, for example, salt,
This property: reacts with water,
Sometimes without external signs,
But it will certainly decompose in it -
The secret here is simple.
There has been a proverb among people for centuries:
“Where it’s thin, that’s where it breaks,”
So it is here: hydrolysis occurs there,
Where only a weak component exists,
He can interact with water -
A huge honor!
A company made of letters " K "remember:
Kohl weak to ation -
It undergoes hydrolysis,
And to hydrogen cations are formed,
Give in solution to a thin medium.
And if a weak anion appears in solution,
He will be instantly attacked by water,
And as a result of their labor
From hydroxide ions
The environment will be alkaline.
T. A. Manysheva
***
A reducing agent is one who donates electrons.
He himself gives it to the robber, the villain - the oxidizer!
E.S. Nozhko
Alkali metals
Here are the alkali metals, Li, Na, K, Rb, Cs, Fr
Why are they called that? 2Me + 2H 2 O = 2MeOH + H 2
Because both they and their Me oxides 2 O + H 2 O = 2MeOH
Alkalis give in reactions with water. alkali
There are no more active ones in the world
Among the rest metals.
What is the reason?
Electron on the outer layer
They only have one. ns 1
Losing him with ease,
Oxidizes everywhere:
In air and pure oxygen, Me 0 - e - = Me +1 oxidation
And in nitrogen, in hydrogen, reducing agent
In halogens and acids,
And in plain water.
With increasing number Me Z Me R a
Their activity is growing, Li holy
And the oxidation state of Na
In all connections K
They only have one plus. Rb
Lightweight, flexible, Fr
Easy to cut.
Terribly energetic
You can't take it with your hand!
They are pacified a little,
Immersing everyone in kerosene,
And the lightest lithium
Hidden in Vaseline.
T. A. Manysheva
Isomerism
Studying the phenomenon of isomerism,
I want to tell you, friends,
For organic substances
It's so relevant
Why do we need to understand him?
How many-sided nature is,
What did she give in formula one?
There are many different substances for us,
Its structure is unusual,
And therefore with excellent properties,
For this, kudos to her!
And the whole reason is carbon,
What can he give to the chain?
Unbranched and branched,
Limit and non-limit,
Open or in their cycles
Capable of closing.
without violating its valence,
And remaining faithful to the four,
He creates peace for us
Alive, diverse -
According to Butlerov, we all live in it.
And there's no limit in this world
Both for nature and professors.
They create in their laboratories
Countless amounts of substances
What we call organic.
T. A. Manysheva
Kuzbass is my destiny
Kuzbass is a mining region!
The land of chemists and metallurgists,
Powerful, stern, beautiful!
It was given to me to choose you,
To forever connect my life with you.
After graduating from college, of my own free will
I came here from the Moscow region.
This is where I started my career at school,
My family was created here.
Changing the wonderful nature
At a landscape unfamiliar to my eyes,
I missed my native corner
And she cried, sometimes more than once.
Sometimes, from the severe cold, freezing
Or tired of the uncontrollable heat,
I understood with my mind and heart,
What does the proud word "Siberians" mean?
Heroic health is contained in him,
A fusion of will, courage and kindness,
Metal durability,
The heat of the heart is like a hot coal,
Russian hospitality and breadth of soul.
“I’m not indigenous, but I’m Siberian!” -
I can now say this about myself.
The Kuznetsk land has become my homeland,
I am proud of her, loving her with all my heart!
I am proud of the scale of its factories,
Countless coal reserves
And great chemistry, to which
Even if it’s a little, I’m still involved!
T. A. Manysheva
Preface........................................................ ...................................6
Section I. About the science of chemistry................................................. ........................9
Science "Chemistry"................................................... .....................................9
Anthem of Chemistry................................................... ........................................9
Hymn of chemists................................................... ..................................10
Chemist's love................................................... ................................eleven
Section II. Basic concepts of chemistry...................................................13
Electronegativity......................................................... ................13
Oxidation state................................................... ...........................14
Allotropy................................................. ......................................14
Electrolytes........................................................ ....................................16
Rules for the occurrence of ion exchange reactions....................................18
Electron................................................. ..........................................18
Le Chatelier's principle......................................................... ........................20
Rate of chemical reactions........................................................ .......21
Hydrolysis................................................. ........................................22
Coloring of indicators in various environments....................................................24
Section III. About chemical elements and substances........................26
Reading Mendeleev................................................... ........................26
Periodic law................................................... ...........................26
Periodic table of chemical elements...................................33
Chemical elements in defense of the Motherland...................................................33
Known: chemistry is the science of substances.................................................. ...34
Temple of Nature................................................... ...................................36
Non-metals........................................................ .....................................36
Simple substances - non-metals.................................................... .......36
Hydrogen................................................. ...............................................37
Choral riddles................................................... ...............................38
Just water................................................... ...........................................39
Distilled water................................................ ...............40
Properties of water................................................... ................................41
Properties of acids................................................... ...............................47
Bor................................................ ........................................................ ..48
Parade of elements.Group IV................................................... ..........48
Carbon................................................. ...........................................49
Combustible coal................................................... ................................51
Carbon oxides................................................... ...............................51
Poem about minerals (excerpt)................................................. ............53
Carbonate brothers................................................... ........................53
Silicon................................................. ...........................................54
Elements of group IVA.................................................... ....................54
Letter about the benefits of Glass.................................................... ....................56
Glass and cement........................................................ ................................62
Parade of elements.Group V................................................... .............62
Nitrogen................................................. ........................................................ 63
Fable "Dispute"................................................... .....................................65
Ammonia................................................. ...............................................66
Phosphorus................................................. ...............................................67
Arsenic................................................. ...............................................69
Parade of elements. VI group................................................... ..........69
Oxygen................................................. ........................................69
Discovery of oxygen................................................... ........................73
If oxygen disappears................................................... ...................74
Oxygen and hydrogen................................................................... ...........................75
Oxides........................................................ ...............................................75
Sulfur................................................. ........................................................ 78
Parade of elements. VII group................................................... ..........80
Salt family................................................................... .......................80
Halogens........................................................ ........................................81
Fluorine................................................. ........................................................ 83
Chlorine................................................. ........................................................ 84
Iodine................................................. ........................................................ ..85
Parade of elements. VIII group. Inert gases...................................85
Metals........................................................ ...........................................87
Seven metals were created by light... ................................................... ...............87
Metal is precision... ................................................... .......................87
Electrochemical voltage series of metals...................................88
Alkali metals................................................... ...........................90
Parade of elements. Group I................................................... ...............91
Lithium................................................. ...................................................92
Sodium................................................. ...........................................92
Copper................................................. ................................................94
Gold................................................. ...........................................97
Parade of elements. Group II................................................... ...............97
Beryllium................................................. ........................................98
Magnesium................................................. ...........................................98
Parade of elements. Group III................................................... ............99
Aluminum................................................. .....................................100
Tin................................................. ..............................................100
Parade of elements. VIII group................................................... .......101
Iron................................................. ...........................................102
Red blood salt......................................................... ...................106
Grounds................................................... ....................................107
Preparation and properties of amphoteric hydroxides....................................108
Hydroxides........................................................ ...................................110
Organic chemistry................................................ ...........................111
Counting table........................................................ ....................................111
Classes of organic compounds......................................................... 112
Isomerism........................................................ ........................................113
Radicals... Radicals................................................... .......................115
Kauchu - “tears of a tree”................................................. ...........................116
Mac................................................. ....................................117
Ethanol - alcohol........................................................ ........................119
Acids........................................................ ........................................120
Formic acid................................................ ...........................123
Portrait of acetic acid......................................................... ............125
Hymn to the esters................................................... ...................126
About nitroglycerin................................................... ...........................126
Ode to plastics................................................... ........................127
The twentieth century became the century of polymers...................................................128
Kuzbass - my destiny................................................... ........................128
I have my civic duty................................................... ................130
Bibliography................................................ ........................131
Working in classes with in-depth study of humanities subjects: literature, music, fine arts, theater, choreography, requires natural science teachers to introduce non-traditional forms of lessons and activities. In order to increase interest in learning and imaginative perception of the material being studied, teachers turn to the literary word. Work in lessons and extracurricular activities using fiction and popular science literature serves to ensure that students firmly master the basics of chemistry and familiarize them with the role of chemistry in human life. In addition to questions directly related to the content of a work of fiction, questions that encourage students to use the chemistry material being studied should be considered.
Course: literature and chemistry.
Grade: 8th grade.
Educational and methodological support:
- Works of fiction.
- A set of chemical equipment for demonstration experiments.
- A set of chemical equipment for laboratory experiments.
Lesson time: 40 min.
The purpose of the lesson: to expand and generalize knowledge about the basic concepts of chemistry, chemical reactions, chemical symbolism, used not only in the field of exact sciences, but also in the field of humanities, in particular in literature.
Lesson objectives:
Educational:
- Expanding and generalizing knowledge about the basic concepts of chemistry, chemical reactions and chemical symbolism used in fiction texts.
Educational:
- Development of cognitive interests and intellectual abilities for independent acquisition and application of knowledge in accordance with emerging life needs.
Educational:
- Cultivating an attitude towards chemistry and literature as one of the fundamental components of natural science and an element of universal human culture.
Problematic issues:
- Are there common points between literature and chemistry?
- How does the chemicalization of poetry manifest itself?
- How and why do authors use knowledge of chemical phenomena in prose?
- Do authors of works of fiction make inaccuracies when describing chemical processes?
Lesson type: lesson on deepening, generalizing and systematizing knowledge.
Lesson form: research lesson.
Forms of training:
- frontal experimental work;
- individual work;
- group work.
Equipment:
- PC and video projector;
- equipment for experimental work.
Methods: problem-heuristic.
- Heuristic conversation.
During the classes
Lesson steps |
Temporary implementation |
| 1. Organizational moment, greeting, introduction to the topic, motivation, goal setting - posing the problematic question “Are there points of contact between literature and chemistry?” | 2 minutes |
| 2. Statement and solution of problematic issue 2 “Chemization of poetry”: | 9 min |
| 2.1. Statement of the problematic question “Chemization of poetry” | 1 min |
| 2.2. (Slide 2-6) Chemicalization of poetry 18-20 centuries. Discussion and analysis of poetic lines | 2 minutes |
| 2.3. Student performance: expressive reading of poems and their analysis | 6 min |
| 3. Statement and solution of problematic question 3 “Chemistry in prose”: | 21 min |
| 3.1 Statement of the problematic question 3 | 1 min |
| 3.2. (Slide 7) Excerpt from the work of V.F. Odoevsky “Moroz Ivanovich”. Expressive reading of an excerpt from a literary source to students | 1 min |
| 3.3. Analysis of the chemical processes described in the passage (frontal conversation with students, mastering the new concept of “adsorption”) | 2 minutes |
| 3.4. “Expertise” of the chemical phenomena described in the passage. Student demonstration of experience - filtering contaminated water | 2 minutes |
| 3.5. Collective discussion of the results of the experiment | 1 min |
| 3.6. (Slide 8) Excerpt from M. Mitchell’s work “Cleopatra” Expressive reading of an excerpt from a literary source to students | 1 min |
| 3.7. Analysis of the chemical processes described in the passage (frontal conversation with students) | 2 minutes |
| 3.8. “Expertise” of the chemical phenomena described in the passage. Demonstration of experience to students - burning alcohol and “quenching” burning alcohol with water and covering with thick material | 2 minutes |
| 3.9. Collective discussion of the results of the experiment | 2 minutes |
| 3.10. (Slide 9) Excerpt from R. Hagarth’s work “Gone with the Wind” Expressive reading of an excerpt from a literary source to students | 1 min |
| 3.11. Analysis of the chemical processes described in the passage (frontal conversation with students) | 2 minutes |
| 3.12. “Expertise” of the chemical phenomena described in the passage. Laboratory experiments with chalk and eggshells. | 2 minutes |
| 3.13. Collective discussion of the results of the experiment | 2 minutes |
| 4. Statement and solution of the problematic question 4 Do the authors of works of art allow inaccuracies when describing chemical processes? | 4 min |
| 4.1. (Slide 10-11) Excerpts from poems by I. Selvinsky and A. Akhmatova | 2 minutes |
| 4.2. Analysis of statements that require appropriate explanations and corrections. | 2 minutes |
| Summing up the lesson. | 4 min |
| Reflection. | 2 minutes |
| Homework | 2 minutes |
During the classes
1. Organizational stage.
Mutual greetings between teacher and students, identifying absentees, checking students’ preparedness for the lesson, organizing attention.
Chemistry teacher: Chemistry is called “the industry of miraculous transformations.” It is everywhere: clothes, food, airplanes, factories, cars... And books (Slide No. 2) They have been our best friends since childhood. It would seem that chemistry and literature are completely different subjects, and it is impossible to find common ground. We will try to answer this question in the course of our small study. The object of our research is works of Russian and foreign literature, which contain descriptions of chemical substances and their transformations, which makes poetry and prose more vivid, imaginative, colorful, allowing the reader to have a complete understanding of any events. “You cannot embrace the immensity,” said one literary hero. We agree with him and from the whole ocean called Literature, we will take for research only its small stream - excerpts from works of fiction. We will analyze excerpts from the works, give them an expert assessment from the point of view of chemistry, and experimentally prove the chemical processes described.
2. Statement and solution of problematic issue 2 “Chemization of poetry”:
Literature teacher: While in the chemistry, physics and literature classrooms we see a portrait of M.V. Lomonosov. Without exaggeration, we can say that M.V. Lomonosov was a scientist - in poetry and art, a poet and artist - in science. In his famous “Ode on the day of the accession to the All-Russian throne of Her Majesty the Empress Elizaveta Petrovna in 1747” there is a whole allegorical procession of sciences. M.V. Lomonosov represented the benefits, greatness and significance of each field of knowledge. The scientist wanted to see Russia as an educated, great power. In his poems, he acts as a champion of enlightenment and reason. Glorification of sciences, confidence that the human mind is capable of anything is the most important feature of M.V.’s worldview. Lomonosov. He believed:
What can Platonov's own
And the quick-witted Newtons
Russian land to give birth
The chemicalization of poetry began with the mastery of chemical language, the names of chemical elements and substances, primarily metals. ( Slides No. 3-No. 7 the teacher reads lines from poems and asks students to answer the question: “What chemical terms are discussed in the poetic lines”)
Students answer.
Literature teacher: Student will read and analyze the poem “I pray to the window ray...” by A. Akhmatova, another student analyzes O. Mandelstam’s poem “I bring this greenery to my lips...”. They chose these works to show how authors use chemical terms to enhance the imagery of the story.
Students read poetry and analyze the poem
3. Statement and solution of cognitive task 3 “Chemistry in prose”.
Literature teacher: Works of fiction in prose are rich in descriptions of chemical terms and chemical processes. ( Slide No. 8 a student reads lines from the book by V.F. Odoevsky “Moroz Ivanovich”)
Chemistry teacher: Let's look at the processes presented from the passage from the work from the point of view of a chemist. What process is described in the episode? What substances can be separated by filtration? What is filtrate called? Is it possible to separate water and the substances dissolved in it in this way? Why did the Needlewoman use charcoal when filtering water?
Students answer
Chemistry teacher: Activated carbon (charcoal) has the amazing property of absorbing particles of other substances from solutions and gases. This property of coal is used in medicine in the form of a medicine, for water purification at water treatment plants, and in gas masks. Chemists called this phenomenon adsorption. After we gave an expert assessment of the phenomenon described by V.F. Odoevsky will prove the experimentally described chemical processes.
Students demonstrate experience in water purification using filtration and comment on their actions. There is a collective discussion of the results under the guidance of the teacher.
Literature teacher: In M. Mitchell’s book “Gone with the Wind” a scene of a fire is described ( Slide No. 9 student reads lines from a book)
Chemistry teacher: Let's look at the processes presented from the passage from the work from the point of view of a chemist. What chemical process is described in the episode? What is a combustion reaction? What conditions must be met in order to stop or slow down the combustion process? Was Scarlet right in her actions when putting out the fire in the house?
Students answer
Chemistry teacher: Let's demonstrate experimentally how to extinguish a fire.
Students demonstrate experience to extinguish the flame, there is a collective discussion of the results under the guidance of the teacher.
Literature teacher: In the novel G.R. Haggard's “Cleopatra” contains the following lines ( Slide No. 10 student reads lines from a book)
Chemistry teacher: Let's look at the processes presented from the passage from the work from the point of view of a chemist. What material is pearl made from? What natural materials are formed from this same substance? What chemical reaction did Cleopatra perform in the described episode? Is it possible to react other natural carbonates with acid?
Students conduct laboratory experiments with chalk and eggshells, and there is a collective discussion of the results under the guidance of the teacher. The teacher asks the students to write down the equation of the corresponding reaction in their notebooks and after a while asks them to check the written equation with the sample (Slide No. 11)
4. Statement and solution of problematic question 4 “Do the authors of works of art allow inaccuracies when describing chemical processes?”
Chemistry teacher: What is the author’s chemical “mistake”?
Students answer.
Literature teacher: There is also a “mistake” in A. Akhmatova’s poem, but how accurately the difference in the dynamics of destruction of steel and marble is noted. ( Slide No. 13 the teacher reads lines from the poem).
Students answer.
5. General conclusions
Literature teacher: Chemistry has always been a romantic subject for writers and poets. This feature of chemistry prompted many writers and poets to include in their works images inspired by thoughts about matter and its transformations. We hope that the artistic expression in the chemistry lesson created a positive emotional mood in you. And that we were able to answer our main problematic question: “Are there points of contact between literature and chemistry?”
Students respond and express their point of view, agreeing with it. that there are points of contact between subjects such as literature and chemistry.
Literature teacher: We think that when reading a work of art or poetry, you will find with interest the connection between such different sciences of chemistry and literature. Homework is to present excerpts from works you have read that reflect the relationship between chemistry and literature.
The chemistry teacher invites students to fill out a reflective card and answer the questions: What was the most interesting and unusual in the lesson? What new did you learn for yourself personally?
List of fiction used in the lesson:
- M.V. Lomonosov. “Ode on the day of accession to the All-Russian throne of Her Majesty the Empress Elizaveta Petrovna in 1747.”
- A.N. Radishchev (poems).
- M.Yu. Lermontov (poems).
- S. Yesenin (poems).
- V.V. Mayakovsky (poems).
- A. Akhmatova (poems).
- O. Mandelstam (poems).
- I. Silvinsky (poems).
- V.F. Odoevsky. Fairy tale “Moroz Ivanovich”.
- M. Mitchell. Novel “Gone with the Wind”.
- G.R. Haggard. Novel “Cleopatra”.
Chemistry finds application in various branches of human activity - medicine, agriculture, production of ceramics, varnishes, paints, automotive, textile, metallurgical and other industries. In everyday human life, chemistry is reflected primarily in various household chemicals (detergents and disinfectants, care products for furniture, glass and mirror surfaces, etc.), medicines, cosmetics, various plastic products, paints, adhesives, insect control agents, fertilizers, etc. This list can be continued almost endlessly; let’s look at just a few of its points.
Household chemicals
Among household chemicals, the first place in terms of scale of production and use is occupied by detergents, among which the most popular are various soaps, washing powders and liquid detergents (shampoos and gels).
Soaps are mixtures of salts (potassium or sodium) of unsaturated fatty acids (stearic, palmitic, etc.), with sodium salts forming solid soaps, and potassium salts forming liquid soaps.
Soaps are produced by the hydrolysis of fats in the presence of alkalis (saponification). Let's consider the production of soap using the example of saponification of tristearin (triglyceride of stearic acid):
where C 17 H 35 COONa is soap - the sodium salt of stearic acid (sodium stearate).
It is also possible to produce soap using alkyl sulfates (salts of esters of higher alcohols and sulfuric acid) as raw materials:
R-CH 2 -OH + H 2 SO 4 = R-CH 2 -O-SO 2 –OH (sulfuric acid ester) + H 2 O
R-CH 2 -O-SO 2 –OH + NaOH = R-CH 2 -O-SO 2 –ONa (soap - sodium alkyl sulfate) + H 2 O
Depending on the scope of application, there are household, cosmetic (liquid and solid) soaps, as well as handmade soap. You can additionally add various flavors, dyes or fragrances to the soap.
Synthetic detergents (washing powders, gels, pastes, shampoos) are chemically complex mixtures of several components, the main component of which is surfactants. Among surfactants, ionic (anionic, cationic, amphoteric) and nonionic surfactants are distinguished. For the production of synthetic detergents, non-genous anionic surfactants are usually used, which are alkyl sulfates, amino sulfates, sulfosuccinates and other compounds that dissociate into ions in an aqueous solution.
Powdered detergents usually contain various additives to remove grease stains. Most often it is soda ash or baking soda, sodium phosphates.
To some powders, chemical bleaches are added - organic and inorganic compounds, the decomposition of which releases active oxygen or chlorine. Sometimes, enzymes are used as bleaching additives, which, due to the rapid process of protein breakdown, effectively remove contaminants of organic origin.
Polymer products
Polymers are high-molecular compounds, the macromolecules of which consist of “monomeric units” - molecules of inorganic or organic substances connected by chemical or coordination bonds.
Products made from polymers are widely used in the everyday life of mankind - these are all kinds of household accessories - kitchen utensils, bathroom items, household and household appliances, containers, storage, packaging materials, etc. Polymer fibers are used to make a variety of fabrics, knitwear, hosiery, artificial fur curtains, carpets, upholstery materials for furniture and cars. Synthetic rubber is used to produce rubber products (boots, galoshes, sneakers, rugs, shoe soles, etc.).
Among the many polymer materials, polyethylene, polypropylene, polyvinyl chloride, Teflon, polyacrylate and foam are widely used.
Among polyethylene products, the most popular in everyday life are polyethylene film, all kinds of containers (bottles, cans, boxes, canisters, etc.), pipes for sewerage, drainage, water and gas supply, armor, heat insulators, hot melt adhesive, etc. All these products are made from polyethylene, obtained in two ways - at high (1) and low pressure (2):
DEFINITION
Polypropylene is a polymer obtained by polymerization of propylene in the presence of catalysts (for example, a mixture of TiCl 4 and AlR 3):
n CH 2 =CH(CH 3) → [-CH 2 -CH(CH 3)-] n
This material is widely used in the production of packaging materials, household items, non-woven materials, disposable syringes, and in construction for vibration and noise insulation of interfloor ceilings in floating floor systems.
Polyvinyl chloride (PVC) is a polymer obtained by suspension or emulsion polymerization of vinyl chloride, as well as bulk polymerization:
It is used for electrical insulation of wires and cables, production of sheets, pipes, films for suspended ceilings, artificial leather, linoleum, profiles for the manufacture of windows and doors.
Polyvinyl chloride is used as a sealant in household refrigerators, instead of relatively complex mechanical seals. PVC is also used to make condoms for people with latex allergies.
Cosmetical tools
The main products of cosmetic chemistry are all kinds of creams, lotions, masks for the face, hair and body, perfumes, eau de toilette, hair dyes, mascaras, hair and nail varnishes, etc. The composition of cosmetic products includes substances that are contained in the tissues for which these products are intended. Thus, cosmetic preparations for the care of nails, skin and hair include amino acids, peptides, fats, oils, carbohydrates and vitamins, i.e. substances necessary for the life of the cells that make up these tissues.
In addition to substances obtained from natural raw materials (for example, all kinds of plant extracts), synthetic types of raw materials, which are obtained by chemical (usually organic) synthesis, are widely used in the production of cosmetics. Substances obtained in this way are characterized by a high degree of purity.
The main types of raw materials for the production of cosmetics are natural and synthetic animal (chicken, mink, pork) and vegetable (cotton, flaxseed, castor oil) fats, oils and waxes, hydrocarbons, surfactants, vitamins and stabilizers.
