SOUTHERN CONNECTICUT STATE UNIVERSITY

CHE 371 ­ Physical Chemistry II

Spring Semester 2004

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 371       CREDIT HOURS     3        PREREQUISITES:

                                                                                                            CHE 371 or its equivalent

                                        

COURSE TITLE:  Physical Chemistry II

 

 

COURSE DESCRIPTION:

Study of the thermodynamics of ionic solutions and electrochemical cells, rates of chemical reactions, wave nature of matter.  Atomic and molecular structure and bonding.  Molecular spectroscopy..

 

 

COURSEıS CONTRIBUTION:

CHE 371 is the second 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 completes the study of chemical thermodynamics.  The second half of the course concentrates on so-called ³modern physical chemistry².  It deals primarily with the dual nature of matter, atomic and molecular structure, chemical bonding (valence-bond and molecular orbital theory) and molecular spectroscopy (electronic, vibrational, rotational, and nuclear magnetic resonance).  The course requires a thorough understanding of advanced applied mathematics that includes differential and integral calculus, differential equations, vector analysis, complex variables, matrix mechanics, and linear algebra.

 

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.  While the second half of the course is called ³modern physical chemistry,² the subject matter in this part of the course centers on discoveries and developments in physics and chemistry that took place in the early part of the 20th century, nearly 100 years ago.  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 second 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 method of expressing activities of ions in solution.  Learn the theoretical and experimental methods of determining activity coefficients.  Study in detail the behavior of sparingly soluble salts.  (INTASC 1, 4;

NSTA 1, 2, 3, 4; CCCT 1.1, 1.3, 1.4, 2.6)

 

2.  Identify the difference between an electrolytic cell and a voltaic cell.  Learn the quantitative relationship between the conductance of a solution and the concentration of electrolyte in solution.  Identify the standard EMF of a voltaic cell and how the EMF of a voltaic cell depends on temperature and the concentrations of the ions in the cell.  Learn how activity coefficients can be measured using a voltaic cell.  Identify liquid junction potentials and relate these to biological cell membrane potentials.  (INTASC 1, 4: NSTA 1, 2, 3, 4, 6; CCCT 1.1, 1.3, 2.6)

 

3.  Identify the historical development of the study of the rates of chemical reactions, concentrating on zero, first, and second order reactions.  Learn to derive rate equations from a proposed mechanism for the reaction.  Study the effect of temperature and molecular structure on the rate of a chemical reaction.  (INTASC 1, 4;  NSTA 1, 2, 3, 4;

CCCT 1.1, 1.3, 1.4, 2.6)

 

4.  Identify experiments leading to the breakdown of classical physics toward the end of the 19th century.  Learn the significance of the Planck radiation law and his accidental discovery of the quantum theory.  (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.1, 1.3, 2.6)

 

5.  Identify the nature of the line spectra of atoms and their leading to the first working model of the atom (Bohr-Rutherford solar system atom).  Learn how the first world war stopped the research on atomic structure cold in its tracks (between approximately 1914 and 1920).  Learn that when research in this area began again after the war, it was done by a group of new, young scientists who were not wedded to the old laws of classical physics (Heisenberg, Dirac)(Schrödinger was the old-timer of the group).  (INTASC 1, 4; NSTA 1, 2, 3, 4, 6; CCCT 1.1, 1.3, 2.2, 2.6)

 

6.  Identify the dual nature of electromagnetic radiation and matter and the significance of the double slit experiment.  (INTASC 1, 4;  NSTA 1, 2, 3, 4;  CCCT 1.1, 1.3)

 

7.  Identify the postulates of quantum mechanics and relate these to simple systems such as the free particle, bound particle in one dimension, bound particle in three dimensions.(INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.1, 1.3,)

 

8. Apply the postulates of quantum mechanics to the structure of the hydrogen atom.  Learn the significance of the principal, secondary and magnetic quantum numbers.  (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.1, 1.3)

 

9. Identify the concept of electron ³spin² and learn that it does not mean that the electron is actually spinning on its axis.  Point out the difference in this case between ³good² science and ³bad² science.  Learn that electron spin is a relativistic effect and is responsible for the periodicity of the elements as we know it.  (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.1, 1.3, 1.4, 2.6)

 

10. Extend the quantum theory to multi-electron atoms and learn to assign quantum numbers to each electron in an atom.  Relate this to the periodicity of the elements.   (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.1, 1.3)

 

11.  Identify the variation method and apply it to the simplest molecule, H2+.  Learn about bonding, antibonding, and non-bonding orbitals in molecules.  Apply molecular orbital theory to diatomic molecules, showing the paramagnetism of O2.  Learn the effects of antibonding orbitals in molecules.  (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.1, 1.3)

 

12.  Apply variation method to polyatomic molecules and learn the postulates of Hückel molecular orbital theory.  Identify difference between molecular orbital theory and valence bond theory.  Apply molecular orbital theory to simple conjugated ĵ-systems in organic molecules.  (INTASC 1, 4;  NSTA 1, 2, 3, 4; CCCT 1.1, 1.3)

 

13.  Identify wavelength range of electromagnetic radiation responsible for various types of molecular spectroscopy.  Develop equations relating parameters like internuclear distance and moments of inertia to the rotational and

vibrational spectra of diatomic molecules.  Identify types of electronic transitions in molecules responsible for the visible and ultraviolet spectra of diatomic and polyatomic molecules (INTASC 1, 4;  NSTA 1, 2, 3, 4; CCCT 1.1, 1.3)

 

 

MODES OF LEARNING:

Class lecture and discussion.  Problem solving.

 

 

COURSE CONTENT OUTLINE:

 

Chapters 9, 10  Kinetics                                                               6 lecture hours

Chapters 7, 8  Ionic Solutions and Electrochemistry                           9 lecture hours

Chapter 11  Quantum Mechanics and Atomic Structure                       10 lecture hours

Chapter 12  Molecular Structure and Bonding                                    6 lecture hours

Chapter 13  Spectroscopy                                                              5 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 second 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%

 

 

TENTATIVE COURSE CALENDAR

See ³Course Content Outline² above

 

 

DISABILITY ACCOMMODATION STATEMENT

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.

 

ADDITIONAL COMMENTS

 

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!

 

 

STANDARDS GUIDELINES

INTASC (Interstate New

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Professional Standards

 

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

CCCT (CONNECTICUT

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

 

APPLICATION OF KNOWLEDGE

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