1. Introduction (Intro to Solid-State Chemistry)

Professor Jeff Grossman opens the first lecture of Course 3.091 by engaging the class with a lively greeting and introducing himself as a faculty member from the Department of Material Science and Engineering at MIT. He shares his educational background, including his time at Hopkins, Illinois, and Berkeley, and his research interests in materials for energy, water, and chemical processes. The professor illustrates the potential of materials with an example involving oil and solar cells, emphasizing the importance of material innovation in solving problems. He also mentions the significance of understanding elements and their combinations, as evidenced by the 63 elements found in an iPhone, and encourages students to explore the MIT spirit of 'Mens et Manus' or 'Mind and Hand', which is deeply rooted in the institute's history and values.

The second paragraph delves into the core concept of the class, which is the pivotal role of the electronic structure of elements in determining material properties. The professor outlines the class structure, starting with foundational chemistry, and moving towards understanding how atoms arrange to form solids and their resulting properties. He emphasizes the interconnectedness of structure, properties, processing, and performance. The professor also introduces the educational resources available to students, including himself, TAs, a course assistant named Laura, textbooks, the internet, and each other, highlighting the importance of collaboration and hands-on learning. The 'goody bag' is introduced as a hands-on homework component, which will be integral to the learning process, with quiz questions directly related to its contents.

In the third paragraph, Professor Grossman discusses the ethos of MIT, 'Mens et Manus', and its significance in the educational philosophy of the institute. He contrasts MIT's approach with that of other universities, using humor to differentiate the 'Mind and Hand' approach from the 'Veritas' of other institutions. The professor poses the question of why students are at MIT, reflecting on the transition from being able to answer any question to knowing which questions to ask, which he identifies as the transition from student to scholar. He emphasizes the responsibility that comes with being an MIT student and the collective effort required to create knowledge, likening the educational experience to a collaborative meal preparation rather than a passive dining experience.

The fourth paragraph provides a brief historical overview of chemistry, starting from ancient practices and moving through the contributions of Plato, Aristotle, Democritus, and Leucippus. The professor discusses the evolution of thought from the four classical elements to the concept of atoms as indivisible units. The importance of the scientific method introduced by Sir Francis Bacon in advancing chemistry is highlighted, as it provided a rigorous approach to understanding the composition of matter. The paragraph also mentions key figures like Robert Boyle and Joseph Priestley, who made significant contributions to the field through their studies of elements, gases, and combustion.

In the fifth paragraph, the professor focuses on the significance of combustion in the study of chemistry, using the example of lighting a candle and the chemical reaction involved in burning propane and hydrogen. He emphasizes the importance of balancing chemical equations to reflect the conservation of mass, a principle first articulated by Antoine Lavoisier. The professor uses the example of the combustion of C25H52 (paraffin) to illustrate the concept of balancing reactions and introduces the idea of limiting reagents in chemical reactions, which is fundamental to understanding reaction stoichiometry.

The sixth paragraph discusses the early experiments conducted by scientists to understand the nature of elements and their reactions. The professor refers to Lavoisier's list of 33 elements and his attempts to classify them. The paragraph introduces the 'goody bag' activity, which includes a ruler and metal strips, encouraging students to explore the properties of different metals using vinegar as a testing agent. The professor encourages students to think beyond the immediate questions and to use the activity as a starting point for further exploration and discovery.

The final paragraph brings the lecture to a close by connecting the lessons of chemistry to contemporary global challenges and the unique age of atomic design. The professor reflects on the historical progression of ages defined by materials, such as the Stone Age, Bronze Age, and Iron Age, leading up to the modern age of silicon. He argues that we now live in an unprecedented age where we can manipulate atoms at will, emphasizing the role of new chemistry and materials in addressing global challenges. The professor concludes by highlighting the importance of the concepts learned in the class and their relevance to the world's current and future needs.