3.22 Science in Modern Life Chemistry 2 hours lecture and 2 hours laboratory: 3 credits

Transcription

1 3.22 Science in Modern Life Chemistry 2 hours lecture and 2 hours laboratory: 3 credits Study of basic concepts in chemistry and their implications in modern life. (Not open to students who are enrolled in or have completed Integrated Science 2, Core Studies 7.1, or any college course in chemistry, except Chemistry 0.7 or 1.1.) Prerequisite: Mathematics 0.02 or 0.22 or equivalent or a passing grade on the CUNY Mathematics Skills Assessment Test. Common Goals Addressed by this Core Course To develop the ability to think critically and creatively, to reason logically, to reason quantitatively, and to express one s thoughts orally and in writing with clarity and precision. To acquire the tools that are required to understand the natural universe. To be capable of integrating knowledge from diverse sources. To produce informed and responsible citizens. Objectives of this Core Course An understanding of the foundations, theories and issues of modern science, and how these studies apply tochemistry, focusing on their practical applications. Ability to formulate and test hypotheses. Critical thinking. Ability to integrate knowledge from diverse sources. Quantitative reasoning. Enhancing analytical skills. The cultivation of an informed and responsible citizenry. Outcomes for this Core Course Students can explain the fundamentals of atomic structure and chemical bonding, thereby facilitating their understanding of chemical reactions, nuclear chemistry, and organic chemistry. Students can solve problems involving the applications of chemical laws. Students can explain how experimental evidence supports or discounts a particular conclusion. Students can solve problems involving various branches of chemistry (analytical, biochemistry, inorganic, organic, and physical chemistry). Students can perform calculations that elucidate the nature of various chemical transformations. Students become chemically literate concerning various environmental issues impacting society.

2 2 Course Outline (Lectures based on required text 1, and laboratory experiments based on required manuals 2, 3.) Week 1: Lecture Chapter 1, Chemistry: A Science for All Seasons Laboratory Check-in; assignment of workstations; laboratory safety Objectives: To acquire an overview of the role of chemistry in modern society; to develop facility with density and unit conversion calculations; and to become aware of the importance of safety in handling chemical substances. Outcomes: Students recognize the impact of chemistry in their lives, enhance their problem-solving skills, and develop an increased awareness of the importance of safe laboratory practices. Assessment: Students report on various chemical activities that affect their daily lives and on safety practices they must consider when handling chemical substances in their dwelling places; students solve density and unit conversion problems. Week 2: Lecture Chapter 2, Atoms; Are They for real? Laboratory Physical and Chemical Properties of Matter (Experiment 1 2, Part 1) Objectives: To explore the historical development of the atomic theory and the formulation of basic chemical laws, and to explore some of the physical properties of matter. Outcomes: Students understand Dalton s atomic theory and exceptions to some of his postulates based on modern chemistry; students are able to apply the laws of conservation of mass, definite proportions, and multiple proportions; students understand the significance of melting/freezing points as characteristic physical properties of substances. Assessment: Students report on the melting points of common substances; on recycling of metals, glass, and plastics within the context of the law of conservation of mass; on differences between compounds derived form the same elements (such as carbon monoxide and carbon dioxide) within the context of the law of multiple proportions; and on the significance of the law of definite proportions when considering identical compounds obtained from various sources (such as water and table salt, or sodium chloride). Week 3: Lecture Chapter 3, Atomic Structure: Images of the Invisible Laboratory Physical and Chemical Properties of Matter (Experiment 1 2, Part 2) Objectives: To explore the experimental basis for the existence of the atom and its structure; to develop facility with the use of the periodic table of the elements; and to continue the study of the physical properties of matter and some of their chemical properties as well. Outcomes: Students become aware of the fundamental building blocks of the atom and their locations within the atom; students acquire an increased awareness of the density and boiling points of substances as characteristic physical properties;

3 3 Week 4: Week 5: students can distinguish between the physical and chemical properties of matter; students begin to use the periodic table. Assessment: Students report on the work of key scientists involved with the study of atomic structure; students demonstrate their understanding of the periodic table by determining the numbers of protons, neutrons, and electrons in neutral atoms, and the numbers of electrons in charged atoms (ions); students determine the density and boiling point of water, and identify indicators of chemical changes (such as the color change that occurs when refrigerated meat is left outside a refrigerator for an extended period). Lecture Chapter 3, continued; Chapter 4, Nuclear Chemistry: The Heart of Matter Laboratory Qualitative Analysis of Ions (Experiment 2 2 ) over as well); to understand the difference between chemical and nuclear reactions; to study nuclear fission and nuclear fusion; to explore the practical uses of radioisotopes; to identify the ionic components of unknown salts. Outcomes: Students can distinguish between nuclear and chemical reactions; students can explain how nuclear fission occurs and that significant amounts of energy are needed to initiate fusion reactions; students become aware of the uses of radioisotopes in medicine and in estimating the ages of rocks and artifacts; students recognize the importance of qualitative analysis in identifying unknown salts. Assessment: Students report on radioactive contamination stemming from the explosion of fission bombs; students explain why reactors based on nuclear fission cannot generate atomic bomb explosions should the reactors become defective; students report on the solar fusion reaction; students perform calculations involving the half-lives of radioisotopes, and report on carbon-14 dating and on medical uses of radioisotopes in the treatment of cancer and as diagnostic tools; students report the results of their analyses of unknown salts. Lecture Chapter 4, continued Laboratory Energy in Physical and Chemical Changes (Investigation 3 3 ) over as well); to explore energy changes that occur in physical and chemical changes. Outcomes: Students can distinguish between exothermic reactions (reactions that release heat to the surroundings) and endothermic reactions (reactions that absorb energy from the surroundings), Assessment: Students report on the results of their observations in experiments involving heats of solution and dilution (physical changes) and heats of reaction (chemical changes); students make quantitative observations of positive and negative heats of solution and of reactions.

4 4 Week 6: Lecture Chapter 5, Chemical Bonds: The Ties That Bond Laboratory Ionic vs. Covalent (Investigation 8 3 ) Objectives: To consider the basis for chemical bonding and the distinction between ionic and covalent bonding; to develop facility with drawing the structures of common compounds; to learn how to name ionic and covalent compounds; to acquire an understanding of the fundamental properties of ionic and covalent compounds. Outcomes: Students can classify compounds as ionic (for example, sodium chloride) or covalent (for example, water and glucose); students can draw structures of molecules given their formulas and can thereby begin to appreciate the role that structure plays in their behavior; students can explain the formation of ionic and covalent compounds. Assessment: Students report on the results of their observations concerning melting point, solubility, and conductivity as properties that facilitate the distinction between ionic and covalent compounds; students explain why salts (ionic compounds) dissolve in water (covalent compound); students present the results of their structure-drawing exercises. Week 7: Lecture Chapter 5, continued Laboratory Decomposition of Copper Sulfate Pentahydrate (Experiment 3 2 ) over as well); to confirm the formula of a known compound via quantitative analysis. Outcomes: Students recognize the distinction between qualitative analysis which defines the identity of a substance in a sample and quantitative analysis which defines how much of a given substance is present in a sample. Assessment: Students report on their results concerning the quantitative composition of copper sulfate pentahydrate; students address the importance of quantitative measurement in the analysis of blood samples, where concentrations of body chemicals that fall outside of established reference ranges indicate potential health problems (for example, high glucose levels are indicators of diabetes). Week 8: Lecture Chapter 9, Organic Chemistry: The Infinite Variety of Carbon Compounds Laboratory Detection of Alcohol (Investigation 53 3 ) Objectives: To study various types of hydrocarbons and their uses; to study the significance of the functional group in organic chemistry and the role it plays in the existence of many common types of organic compounds (for example, alcohols, ethers, carboxylic acids, esters, and amines); to consider the detection of ethyl alcohol in breath samples. Outcomes: Students recognize that saturated hydrocarbons are essential components of gasoline, motor oils, and waxes, and that certain unsaturated hydrocarbons are used to make plastics; that many organic compounds familiar to

5 5 them contain common functional groups (for example, the major component of vinegar is a carboxylic acid, and cholesterol is an alcohol); that the structure of an organic compound impacts on its toxicity (for example, consumption of ethyl alcohol in alcoholic beverages in moderate amounts is essentially safe, yet consumption of methyl alcohol, whose structure is similar to that of ethyl alcohol, is potentially deadly); students become aware of the chemistry of breath-alcohol analysis based on the use of the Breathalyzer. Assessment: Students report on household chemicals that are organic (such as aspirin, Tylenol, and rubbing alcohol) and define their functional groups; students draw the structures of common organic molecules derived from their molecular formulas and identify their functional groups; students report on DWI laws in New York and the blood-alcohol level that currently defines intoxication; students report on the esters organic compounds with pleasant odors that are present in common fruits, such as bananas and pears. Week 9: Lecture Chapter 9, continued Laboratory Molecular Model Building (Experiment 4 2 ) over as well); to construct models of various organic compounds and to recognize the impact of structure on their chemical properties. Outcomes: Students construct models of representative saturated and unsaturated hydrocarbons and of compounds containing the alcohol, amine, ether, and carboxylic acid functional groups. Assessment: Students report on the structures of the various molecules whose models they have constructed; they describe the structure of amino acids and how they can be transformed into proteins; they describe how atoms in a given formula can be bonded to each other in different ways to produce different compounds called isomers (for example, the molecular of formula of ethyl alcohol is identical to that of dimethyl ether). Week 10: Lecture Chapter 6, Chemical Accounting: Mass and Volume Relationships Laboratory Mole Relationships (Investigation 13 3 ) Objectives: To learn how to balance chemical equations and to recognize that the process reflects the application of the law of conservation of mass; to become aware of the significance of quantitative relationships in chemical reactions; to define mole relationships in chemical reactions and identify the reactant that limits the amount of product formed. Outcomes: Students can understand the basis for balancing chemical equations; they can calculate how much of a given product is formed in a chemical reaction when a known amount of reactant (starting substance) is used; they recognize the significance of such calculations in important processes, such as the production of pharmaceuticals, the combustion of fuels, and the synthesis of plastics. Assessment: Students report on the results of various calculations involving reactants and products; they report on their experimental results in this regard.

6 6 Week 11: Lecture Chapter 12, Air: The Breath of Life Laboratory O 2 and CO 2 in Breath and Air (Investigation 27 3 ) Objectives: To become aware of the composition of the atmosphere; to explore the damaging effects of London smog and photochemical smog; to learn the causes of the depletion of the stratospheric ozone layer; to recognize the impact of the greenhouse effect on global warming; to determine by volume difference the percentage of carbon dioxide in breath and of oxygen in breath and in air. Outcomes: Students can identify the types of air pollution affecting the environment; they recognize the detrimental effects of Freons on the stratospheric ozone shield; they are aware of the consequences of the incomplete combustion of carbon-based fuels, such as gasoline; they can identify greenhouse gases and define their impact on global warming; they recognize that carbon dioxide is a key component of breath and that oxygen, although not the major component of air, is certainly a very essential one. Assessment: Students report on the effects of global warming; they describe the significance of automobile emission controls; they report on substitutes for Freons in refrigerators and air conditioning units; they report on the causes and damaging effects of carbon monoxide poisoning. Week 12: Lecture Chapter 12, continued Laboratory Solids in Smoke (Investigation 28 3 ) over as well); to make quantitative measurements of the solids produced by a burning cigarette. Outcomes: Students can comment on the dangers of second-hand smoke, given that the smoker takes in fewer solids from a filtered cigarette compared to a bystander inhaling smoke without the benefit of a filter; students can identify some of the gases in cigarette smoke, including carbon monoxide. Assessment: Students report on the results of their experiment on cigarettes; they comment on the harm caused to the fetus by pregnant women who smoke; they report on the incidence of lung cancer and the nature of emphysema among smokers. Week 13: Lecture Chapter 13, Water: Rivers of Life; Seas of Sorrows Laboratory Clarification of Water (Investigation 29 3 ) Objectives: To consider the properties of water; to explore various aspects of water pollution; to recognize chemical contamination of water from farms, factories, and homes; to explore the effects of acid rain on bodies of water and other areas of the environment; to study wastewater treatment; to understand the process of removing particulate matter from water to make it drinkable. Outcomes: Students can define the standards for drinking water; they can identify aluminum hydroxide as a common flocculant used to trap suspended solids in the preparation of drinking water; they can explain why the density of water decreases when liquid water is converted to ice, and thus why ice floats on water; they can

7 7 understand the beneficial effects of the high specific heat and high heat of vaporization of water; they are aware of waterborne diseases; they understand the steps required for proper wastewater treatment. Assessment: Students report on the wastewater treatment employed in New York; they report on the harmful effects on babies of high levels of nitrates in drinking water; they report on why frozen-food manufacturers minimize damage to the cellular structure of food by freezing food very rapidly rather than very slowly; they report on the effects of acid rain on marble structures; they report on the decay of organic matter in lakes and streams and how this depletes the oxygen supply necessary to the survival of fish. Week 14: Lecture Chapter 13, continued Laboratory Check-out over as well). Method of Evaluation: The evaluation of student performance in Scientific Inquiry 2.2: Science in Modern Life Chemistry is based on his/her performance on written midterm and final examinations, and on the student s performance in the laboratory. Each of the examinations accounts for 35% of the student s final grade, and laboratory performance accounts for 30%. Method of Assessment: The examinations in Scientific Inquiry 2.2: Science in Modern Life Chemistry are designed to evaluate the student s reasoning skills. The results of student performance on the midterm examination are carefully reviewed with students, so that both students and instructor can assess the extent to which relevant course outcomes mirror course objectives. While this procedure cannot be followed at the conclusion of the semester, when the results of the final examination are obtained, the laboratory component of the course, described below, allows for a comparison of course objectives and associated outcomes. The laboratory component of the course is structured so that the student can experience some of the hands-on activities that chemists are involved with and be challenged to address and analyze some chemical issues of current interest. As part of the laboratory experience, the students is also required to submit a two-page summary of a scientific article that interests the student and that can appear in any of a number sources, including Chemical & Engineering News, The New York Times, Science News, and Scientific American. The writing requirement also affords students the opportunity to incorporate into their summaries their own views on various scientific issues. Student laboratory reports and the writing assignment provide an effective means of comparing course objectives with relevant outcomes.

8 8 Bibliography 1. J. W. Hill and D. K. Kolb. Chemistry for Changing Times, 10 th edition; Prentice Hall: Upper Saddle River, NJ; Core Studies 2.2 Laboratory Experiment Packet. Brooklyn College Chemistry Department. 3. C. A. Hassell, P. Marshall, and J. W. Hill. Chemical Investigations for Changing Times, 10 th edition; Prentice Hall: Upper Saddle River, NJ; 2004.