I. Instructor: Dave Bugay

Transcription

1 Chemistry 1412: General Chemistry II CHEM 1412: General Chemistry II (4-3-1) Topics included in this course are liquids and solids, solutions, ionization theory, chemical equilibrium, thermodynamics, kinetics, acid base chemistry, solubility, REDOX and electrochemistry, introduction to organic chemistry and polymers. This course is for science and engineering majors and transfers for baccalaureate degree credit. Prerequisite: CHEM 1411 I. Instructor: Dave Bugay II. Course Rationale: This course will satisfy the core curriculum lab science requirement and will satisfy the chemistry requirement for science, engineering, corrosion technology, and health science majors. III. Educational Materials: Textbook: Chemistry, Raymond Chang, 10 th ed, 2010, McGraw-Hill. Lab Manual: Lab Packet including Experiments from CER, Pasco, and In-House experiments. IV. Evaluation: Lecture = 75 % of Final Course Grade: 3 Major Exams (30 % of Lecture Grade) Weekly quizzes ( 10 % of Lecture Grade) Homework- On-Line Aris ( 2.5 % of Lecture grade ) Science Fair Demonstration (5 % of Lecture grade) Chemistry Poster presentation ( 7.5 % of Lecture grade) Comprehensive Final Exam. ( 20 % of Lecture Grade) Laboratory = 25 % of Final Course Grade: Safety Quiz + Mid-Term Exam+ Final Exam ( 25 % Lab Grade) Laboratory Reports ( 70 % of Lab Grade) Problem Sets ( 5 % of Lab Grade) V. Classroom Policies: (Lecture and lab) A) Come to class prepared and on-time. Absences that exceed two weeks of class will result in the student being dropped by the instructor. Extenuating circumstances must be discussed with the Instructor. B) Major Exams that are missed will be replaced with the Final Exam Grade. Otherwise the Final Exam Grade will replace the lowest Major Exam Score if it is higher. C) Missed quizzes are not made up. The highest 10 ten point quiz grades will be kept. D) Cheating on exams will result in an automatic zero and strong recommendation to drop the class. A second offense will result in the student being dropped from the class with an F and reported to the Academic Dean. E) Student Withdrawal before 75 % of the class is complete will result in a grade of W for the course. Drops after this will result in a grade of F.

2 VI. Disclaimer: The Instructor reserves the right to make modifications in content and schedule as necessary to promote the best education possible. VII. Student Learning Outcome Objectives: A) Students will explain how polar, nonpolar and ionic compounds differ from each other. Students will explain VSEPR theory and orbital hybridization (sp, sp2, sp3). (SCANS: 1,2,4,5,8) B) Students will name organic compounds, recognize organic functional groups, explain the differences among constitutional isomers, diastereoisomers, and enantiomers, and describe the reactions of organic compounds. (SCANS: 1,2,4,5,8) C) Students will explain addition and condensation polymerization. Students will list 5 common polymers and show the molecular structure of each and describe three properties of each polymer. Students will explain the difference between natural and synthetic polymers and explain why certain polymers are recyclable. (SCANS: 1,2,4,5,7,8) D) Students will explain the differences among solutions, colloids, and suspensions. Students will express solution concentration in terms of mass/mass percent, mass volume percent, molarity, molality, and mole fraction. Students will explain how both temperature and pressure changes affect the solubilities of gas, liquid, and solid solutes in water. Students will explain how the presence of a solute affects the colligative properties of the solvent (vapor pressure lowering, freezing point lowering, boiling poit elevation, and osmotic pressure increase). E) Students will write rate expressions for chemical reactions based on the rates of reactant disappearance and product formation. Students will derive a rate law for a chemical reaction given initial rate and concentration of reactant data. Students will calculate reactant concentration, rate constant, and half-life for a first order reaction given the concentration-time rate law. Students will explain how first,

3 second, and zero order rate laws differ from each other. Students will predict how changes in temperature, pressure, and surface area affect reaction rate. Students will explain how a catalyst speeds of a chemical reaction. Students will explain the differences between homogeneous catalysts and heterogeneous catalysts, and will explain how enzymes catalyze biochemical reactions. Students will show how a proposed reaction mechanism for a reaction can be validated or discarded. F) Students will explain how chemical and physical equilibrium is achieved in a chemical reaction, and also how to recognize when a system is in equilibrium. Students will write equilibrium constant expressions for both homogeneous and heterogeneous equilibria. Students will use the equilibrium constant expression along with initial and some equilibrium concentration to evaluate equilibrium constant values. Students will use the equilibrium constant expression to calculate equilibrium concentrations. Students will use Le Chatelier s Principle to predict direction of equilibrium shift when conditions of temperature, pressure, concentration and a catalyst are altered. G) Students will explain the differences among acids, bases, and salts. Students will calculate ph from [H+] and [H+] from ph. Students will calculate the ph of solutions of weak and strong acids and bases. Students will use the ph of weak acid and weak base solutions to calculate ionization constants and concentrations of the respective weak acid or base. Students will explain the relationship between the relative acidity of conjugate acid-base pairs. Students will classify salts as either acidic, basic, or neutral by considering the acidity or basicity of the ions that comprise the salt. Students will show how Lewis acids and Lewis bases react. Students will explain how a buffer solution is able to maintain an almost constant [H+] when acids or bases are added. Students will explain how the human blood buffer system is able to maintain blood ph within a narrow range.students will show how solubility product constants can be determined from solubility data as well as how solubility can be calculated from solubility products. Students will obtain plots of ph vs ml titrant added and use these plots to find concentration and ionization constants of weak acids or bases. Students will explain why acid base indicators undergo color changes over a 2 ph interval. H) Students will explain how carbon dioxide acts as a greenhouse gas and will explain how global warming is related to increased atmospheric carbon dioxide. Activities: Text Reading, Class lecture and discussion, on-line tutorials

4 supplementary reading assignments. I) Students will explain the first and second laws of thermodynamics. Students will explain how the enthalpy change and entropy change for a chemical or physical process combine to determine the Gibb s free Energy change for a process. Students will predict the conditions under which a process will be thermodynamically spontaneous give the enthalpy and entropy changes for a process. Students will recognize and describe the differences between a thermodynamically driven process and a kinetically driven process. The student will explain the importance of coupled reactions aided by enzymes are essential for all living organisms to survive. Activities: Text Reading, Class lecture and discussion, on-line tutorials and homework. J) Students will balance REDOX reactions. Students will explain the difference between galvanic and electrolytic cells. Students will label the electron flow, anode and cathode reactions and charges, direction of ion flow in diagrams of both cell types. Students will explain why a salt bridge is necessary in a voltaic cell. Students will calculate standard reduction potentials for electrochemical cells. Students will explain what causes corrosion and how corrosion can be slowed. Students will calculate quantities of electricity passed through electrolysis apparatus and determine the yield of these processes. K) Students will make a poster or power point presentation about a topic dealing with chemistry. The presentation will be to the class, with the poster being displayed in the chemistry building for 2 weeks. Activity: Oral Poster presentation to class Assessment. Peer Grading L) Students will present a chemical demonstration to an audience of middle school and high school students. The student will write up the demonstration including safety and disposal and reference. Activity: Student presents demo to several students Assessment: Students are graded on their presentation as w In addition to these topics, students will be assessed on how well they have learned the Exemplary Education Objectives: These are listed here: 1) To demonstrate awareness of critical issues facing the scientific community which raise questions about human values and ethics and affect the development of public policies. 2) To demonstrate a knowledge of various scientific hypotheses and theories and the principles upon which they are developed and tested.

5 3) To demonstrate a knowledge of the role of science and technology in the development of modern culture. 4) To use and demonstrate competency in both qualitative and quantitative scientific investigation, using current technology and stressing oral and written communication of results and interpretation of data. Assessment of these objectives will occur on the final examination. Addition assessment will occur on major exams and in the laboratory. VIII. Schedule of lecture and laboratory classes. Three clock hours per week and four clock hours per week for laboratory. See attached Laboratory Schedule VIII. Disclaimer: The individual instructor reserves the right to make modifications in content and schedules as necessary to promote the best education possible within prevailing conditions affecting this course.