SOUTHERN CONNECTICUT STATE UNIVERSITY
CHE 370 Physical Chemistry I
Fall Semester 2003
Monday, Wednesday, Friday 9:10 10:00 am
Name: James
R. Barrante
Office Hours:
Office: 318 Jennings Hall Monday, Wednesday, Friday: 8:00 9:00 am
Phone: 203-392-6260 Monday, Wednesday, Friday:10:00 11:00am
E-mail: barrantej1@southernct.edu Or by appointment at other times
COURSE NUMBER CHE 370 CREDIT HOURS 3 PREREQUISITES:
CHE 120-121, MAT 150,151
PHY 230-231, MAT 252
COURSE TITLE: Physical Chemistry I
COURSE DESCRIPTION:
Study of ideal and real gas laws.
Kinetic theory of gases.
First, second, and third laws of thermodynamics as
applied to one component and multicomponent (solutions) systems. Study of thermodynamics includes a
study of
thermochemistry (enthalpy changes associated with chemical processes),
entropy and spontaneity of physical and
chemical processes, and free energy. Study of phase equilibria for one-component and
multicomponent system.
Course concludes with a study of chemical equilibrium.
COURSEıS CONTRIBUTION:
CHE 370 is the first semester of a two semester physical chemistry
course. This course is a required
course for
students pursuing the science education degree in chemistry. The course concentrates primarily on a
study of
chemical thermodynamics, first applied to simple systems such as gases
and then applied to more complicated
systems such as solutions.
The course requires a thorough understanding of applied mathematics that
includes
differential and integral calculus, differential equations, and vector
analysis.
The course emphasizes analytical thinking and problem solving. A major portion of the lecture material
is
concerned with the derivation of the fundamental laws of physics that
apply to chemical systems.
Needless to say,
most of the material in the first semester course spans the history of
chemistry going back to mid-1600ıs
(Boyleıs law), but concentrates on the science developed in the mid- to
late-1800ıs (work of Arrhenius, vanıt Hoff,
Gibbs, Helmholtz).
The hour exams (3 in number) are in-house exams prepared by the
professor. The final examination
in this course is
made up of questions taken from the first half of American Chemical
Society standard examinations in physical
chemistry. The grade on
the examination is determined by comparing the studentıs performance on the
examination
with the national percentile scores supplied by the ACS.
LEARNER OUTCOMES AND ASSESSMENT
1. Identify the types of
physicochemical systems and the types of intensive and extensive properties of
these
systems. (INTASC 1; NSTA
1, 3, 4; CCCT 1.4, 2.6)
2. Identify the variables
describing systems of ideal and real gases from a macroscopic and microscopic
point of
view. Introduce to
students the historical development of the gas laws and the models of reality
available to those
scientists who developed these laws at the time they were
introduced. Learn the laws of
physics describing these
variables. (INTASC 1, 4:
NSTA 1, 3, 4; CCCT 1.1, 1.3, 1.4, 2.6)
3. Identify the first law
of thermodynamics as a fundamental law of nature called the law of conservation
of energy.
Relate the concept of internal energy of a system to the boundary
phenomena known as heat and work.
Demonstrate how defining the boundaries of a system will affect whether
energy is crossing the boundary in the
form of heat or work.
Introduce the idea of state functions. Study the properties of endothermic and exothermic
chemical reactions and the effect of temperature and pressure on these
properties. (INTASC 1, 4; NSTA 1, 2, 3, 4;
CCCT 1.1, 1.3, 1.4, 2.6)
4. Identify the difference
between an isothermal (constant temperature), isochoric (constant volume),
isobaric
(constant pressure) and adiabatic (no thermal energy transfer between
system and surroundings) process.
Learn
equations describing these processes as they apply to ideal and real
gases. (INTASC 1, 4; NSTA 1, 2, 3;
CCCT 1.1,
1.3, 2.6)
5. Identify the driving
force for physical, chemical, and biological processes and relate it to the
diversity of energy
states (entropy). Point
out that the historical definition of entropy as a measure of disorder is not
correct. Define the
second law and the third law of thermodynamics in terms of an increase
in entropy of the universe.
(INTASC 1, 4; NSTA 1, 2, 3, 4, 5, 7; CCCT 1.1, 1.3, 1.5, 2.6)
6. Identify the concept of
free energy and relate it to the driving force for chemical processes at
constant
temperature and pressure.
Study the effect of temperature and pressure on the free energy change
of chemical
processes. Define the
concept of thermodynamic equilibrium.
(INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.1, 1.3, 2.6)
7. Identify the properties
of solutions. Review methods of
expressing solution concentration.
Define the terms
component and phase.
Introduce the Gibbs phase rule as it applies to equilibrium between
phases that are solutions.
Identify and study the colligative properties of ideal solutions
(Raoultıs law and Henryıs law).
(INTASC 1, 4;
NSTA 1, 2, 3, 4, 7; CCCT 1.1, 1.3, 1.5, 2.6)
8. Identify the
distinction between an ideal solution and a real solution. Introduce the concept of fugacity as an
effective pressure and activity as an effective concentration. Introduce the concept of standard
state. Study the
colligative properties of real solutions. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.1, 1.3, 2.6)
9. Introduce phase
equilibria for one-component and multicomponent systems. Identify eutectic and peritectic
phase diagrams for binary mixtures of solids. Identify the distillation diagrams for miscible liquid pairs
that
include the formation of azeotropes. Discuss phase diagrams for partially miscible and totally
immiscible liquid
pairs. (INTASC 1, 4; NSTA
1, 2, 3, 4, 7; CCCT 1.1, 1.3, 1.4, 2.6)
10. Identify the criterion
for chemical equilibrium.
Introduce the concept of the thermodynamic equilibrium
constant. Learn the effect
of pressure and temperature on equilibria. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.1,
1.3, 1.4, 2.6)
MODES OF LEARNING:
Class lecture and discussion.
Problem solving.
COURSE CONTENT OUTLINE:
Chapter 1. Gas Laws 8
lecture hours
Chapter 2. First Law of
Thermodynamics. Thermochemistry 5
lecture hours
Chapter 3. Second and
Third Laws of Themodynamics 5
lecture hours
Chapter 4. Chemical
Equilibrium 6
lecture hours
Chapter 5. Phases and
Solutions 9
lecture hours
Chapter 6. Phase
Equilibria 4
lecture hours
REQUIRED TEXT:
Physical Chemistry, 4th
ed., K. J. Laidler, J. H. Meiser, R. C. Sanctuary, Houghton Mifflin Co. (2003)
ISBN 0-618-12341-5
RECOMMENDED TEXT:
Applied Mathematics for Physical Chemistry, 3rd ed., J. R. Barrante, Prentice Hall
(2004)
COURSE REQUIREMENTS:
Students will be expected to read the assigned chapters in the textbook
prior to classroom lecture.
Students will be
required to do the assigned problems and to hand these in on the due
date. Problems will be graded and
returned to
the students. Late problem sets are not accepted and will be assigned a
grade of zero. Students may work
together
on problem assignments, but should not simply copy problems from one
another. Answers to problem sets
will be
posted on the bulletin board near the physical chemistry
laboratory. Students are expected
to review the problems
they did incorrectly and to determine why they got the incorrect
answer.
There will be three hour exams during the semester. Each hour exam will include at least
one derivation taken
directly from the lecture notes.
Also, the average of all problem assignments will count as a fourth hour
exam. The
final examination is cumulative and will be a multiple choice exam made
up of questions taken from the first half of
the ACS standardized examination in physical chemistry.
EVALUATION CRITERIA:
Three hour exams: 60%
Problem sets: 20%
Final exam: 20%
_____
100%
The following grading scale is used:
A+ = 95 100%
A = 85 94%
A- = 80 84%
B+ = 75 79%
B = 70 74%
B- = 65 69%
C+ = 60 64%
C = 55 59%
C- = 50 54%
D+ = 45 49%
D = 40 44%
D- = 35 39%
F
= < 35%
STANDARDS GUIDELINES
Teachers Assessment &
Support Consortium
Scholarship
1. Knowledge of subject
matter
2. Knowledge of human
development & learning
3. Instruction adapted to
meet
diverse
learners
4. Use of multiple
instructional
strategies & resources
Attitudes
and Disposition
5. Effective learning
environ-
ment
created
6. Effective communication
7. Lesson planning
Integrity
8. Reflection and
professional
development
Leadership
9. Assessment of student
learning to improve teaching
Service
10. Partnership with
school
community
National Science Teacherıs
Association
1. Content Structure and
interpret the concepts, ideas, and
relationships in science
2. Nature of Science
Define
the values, beliefs, and
assumptions inherent to the
creation of scientific knowledge
within the scientific community
3. Inquiry Formulating
solvable problems, constructing
knowledge from data,
exchanging information for
seeking solutions, developing
relationships from empirical
data
4. Content of Science
Relate
science to daily life:
techno-
logical personal, social, and
cultural values
5. Skills of Teaching
Science
teaching actions, strategies and
methodologies, interaction with
students, effective organization
and use of technology
6. Curriculum Extended
framework of goals, plans,
materials, and resources for
instruction
7. Social Content Social
and
community support network,
relationship of science to needs
and values of the community,
involvement of people in the
teaching of science
8. Assessment Alignment
of
goals, instruction and outcomes,
evaluation, of student learning
9. Environment for
Learning
Physical spaces for learning,
psychological and social
environment safety in science
COMMON CORE OF
TEACHING)
DEMONSTRATION OF
KNOWLEDGE
1.1 understanding of
student learning &
development
1.2 understanding of need
for different
learning approaches
1.3 proficiency in reading,
writing, and
mathematics
1.4 understanding of
central concepts &
skills, tools of inquiry, and structures of
discipline(s)
1.5 knowledge of how to
design and
deliver instruction
1.6 recognition of need to
vary
instructional methods
THROUGH
2.1 instructional planning
based upon
knowledge of subject, student
2.2 selection and/or
creation of learning
tasks that make a subject meaningful for
students
2.3 establishment and
maintenance of
appropriate behavior standards and
creation of positive learning
environment
2.4 creation of
instructional
opportunities supporting studentsı
academic, social, and personal
development
2.5 use of verbal,
nonverbal, and media
communication fostering individual and
collaborative inquiry
2.6 employment of various
instructional
strategies in support of critical thinking,
problem solving and skills
demonstration
2.7 use of various
assessment
techniques to evaluate student learning
& modify instruction
DEMONSTRATION OF
PROFESSIONAL
RESPONSIBILITY THROUGH:
3.1 professional conduct in
accordance
with the Code of Professional
Responsibilities for Teachers
3.2 shared responsibility
for student
achievement and well being
3.3 continuous
self-evaluation regarding
choices & actions on students and school
community
3.4 commitment to
professional growth
3.5 leadership in the
school community
3.6 demonstration of a commitment
to
students and a passion for improving the
profession
instruction
10. Professional Practice
Knowledge and participation in
the professional community,
ethical behavior high quality of science instruction, working
with new colleagues as they
enter the profession
See ³Course Content Outline² above
As a student with disability, before you receive course accommodations,
you will need to make an appointment
with the Disability Resource Office located in EN 15 to arrange for
approved accommodations. However,
if you
have other information you wish to speak to me about, if you have
emergency medical information to share
with me, or if you need special arrangements in case the building must
be evacuated, please make an appointment with me as soon as possible. My office is located in Jennings Hall
(JE 318) and my office hours are listed on the first page. Every effort will be made to
accommodate students in this course.
Missed/Late Work:
As mentioned above, late problem sets will not be accepted. If you do not complete a problem set by the due date, hand in what you have done. In the event that you miss an hour exam, you will be allowed to take a make-up exam, provided that you have a valid excuse for mission the exam. Not being prepared, or being overwhelmed by work from other courses is not considered a valid excuse. If you decide not to attend a lecture, you do so at your own risk. I do not take attendance.
Inclement Weather:
Official information regarding class cancellations or delays can be obtained from the university WeatherChek voice mail system at 203-392-SNOW. If a problem assignment is due, or a scheduled examination is postponed due to inclement weather, that problem set will be due or examination will be given the next time that the class meets.
Cell Phones:
All cell phones and pagers must be turned off during the lecture. Students who ignore this policy will be asked to leave the classroom. If you are on call for work related emergencies or personal reasons, please switch to a mode that will not disturb the class.
Academic Dishonesty:
Cheating on exams or on assigned problem sets will not be tolerated in this course. All students are expected to behave according to the code of conduct outlined in the student handbook. Strict disciplinary action will be taken if these rules are not followed!