SOUTHERN CONNECTICUT STATE UNIVERSITY
CHE 373 Physical Chemistry Laboratory II
Spring Semester 2004
Wednesday 1:10 5:00 pm
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 373 CREDIT HOURS 1 PREREQUISITES:
CHE 372 or its equivalent
CHE 240
COURSE TITLE: Physical Chemistry Laboratory II
COURSE DESCRIPTION:
Various experiments in physical chemistry, illustrating the various laws and theories learned in CHE 371, Physical Chemistry II.
COURSE¹S CONTRIBUTION:
CHE 373 is the second semester of a two semester physical chemistry laboratory course. This course is required for students pursuing the science education degree in chemistry. The course concentrates primarily on experiments relating to the subject matter found in the second semester CHE 371 course. Students work in groups of two or three.
The laboratory experiments are designed in such a way as to teach the
student the proper way to operate delicate instrumentation and safe and proper
way to handle and dispose of chemicals.
All chemical waste disposal in the laboratory is in accordance with
regulations established by the EPA.
Experiments involve the gathering and treatment of experimental data and
relating the outcomes of the experiment to the theories discussed in
lecture. Special effort is made to
insure that students understand how to determine the reliability of their
results. Consequently, every
laboratory report is required to have an extensive discussion of experimental
errors. Each laboratory report is
given two grades. The first grade
is associated with the report itself and the second grade is related to the
numerical answer determined by the student.
LEARNER OUTCOMES AND ASSESSMENT
1. Learn about the
salting-in effect by titrating solutions of sparingly soluble salts. (INTASC 1, 4; NSTA 1, 2, 3, 4, 10; CCCT
1.1, 1.3)
2. Determine the activity
coefficient by colligative properties of a non-ionic substance. Learn the proper use of a Cottrell
boiling point apparatus. (INTASC
1, 4; NSTA 1, 2, 3, 4, 9, 10; CCCT 1.1, 1.3, 2.6)
3. Learn to measure the
conductivity of a solution using a conductance bridge. Apply the use of conductance
measurements to the rate of a chemical reaction. Learn that conductivity measurements are a non-destructive
method of measuring the extent of a reaction for relatively dilute
solutions. (INTASC 1, 4; NSTA 1, 2, 3, 4, 9, 10; CCCT 1.1, 1.3,
2.6)
4. Identify the surface
tension of a liquid and determine a method for measuring it. Relate the surface tension of a
solution to its surface energy.
Learn to operate properly a DuNouy tensiometer. (INTASC 1, 4; NSTA 1, 2, 3, 4, 9, 10;
CCCT 1.1, 1.3, 2.6)
5. Learn to measure the emf of a voltaic cell very precisely to the nearest ±0.00001 volts. Use this information to determine the activity coefficients for the ions in the solution making up the voltaic cell. (INTASC 1, 4; NSTA 1, 2, 3, 4, 9, 10; CCCT 1.1, 1.3, 2.6)
6. Learn one method to determine the viscosity of a liquid. Learn the proper way to use an Ostwald viscometer. Learn under what conditions Ostwald viscometer measurements are not valid and should be disgarded. (INTASC 1, 4; NSTA 1, 2, 3, 4, 9, 10; CCCT 1.1, 1.3)
MODES OF LEARNING:
Hands on experience with various types of laboratory apparatus.
COURSE CONTENT OUTLINE:
Experiment 1 Ionic
Equilibria and Determination of Solubility Product 2
weeks
Experiment 2 Activity
Coefficients of Sucrose in Water 2
weeks
Experiment 3 Kinetics of a
Reaction Measured by Conductance 2
weeks
Experiment 4 Activity
Coefficients Measured in a Voltaic Cell 2
weeks
Experiment 5 Surface
Tension of Solutions by the Ring Method 2
weeks
Experiment 6 Viscosity of
a Liquid by the Cannon-Fenske Method 2
weeks
REQUIRED TEXT: No text is required. Experiments are given as handouts to the students.
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 laboratory experiments
prior to coming to class. All
students must have a bound laboratory notebook and safety goggles in order to
enter the lab. Students are to
keep a running account of what they are doing in each step of the procedure. It is preferable to write this account
in the passive voice. Be sure to
include any unusual observations.
A good rule of thumb is to ask yourself whether you would be able to
repeat the experiment say 10 years from now using only the description of the
procedure found in your laboratory notebook. If you cannot, then you are not taking proper notes. Record all data and observations
directly in the laboratory notebook while you are doing the experiment. Do not jot down data on pieces of scrap
paper and then transfer this to your notebook after the lab is over. Keep in mind that half the lab grade is
associated with the results of the experiment, so take careful measurements. If you are not sure how to use a piece
of equipment, ask your laboratory instructor. Laboratory reports are due the week following the week that
you finish the experiment.
Students who miss a laboratory without the permission of the instructor
will be given a grade of zero for that experiment.
EVALUATION CRITERIA:
Laboratory report: 50%
Results of experiment: 50%
_____
100%
Late laboratory reports will be penalized in the following way: the highest grade that one may obtain
on a late laboratory report is a B-.
The ³results² grade will not be affected. A report that is more than 2-weeks past due will be assigned
a grade of zero.
If for any reason the laboratory is not correct (e.g., obvious
calculation error, incorrect error analysis, etc.), the laboratory report will
not be graded, but will be returned to the student for resubmission and
subsequently be counted as a late lab report.
The following grading scale is used:
A+ = 97 100%
A = 94 96%
A- = 90 93%
B+ = 87 89%
B = 84 86%
B- = 80 83%
C+ = 77 79%
C = 74 76%
C- = 70 73%
D+ = 67 69%
D = 64 66%
D- = 60 63%
F
= < 60%
SAFETY STATEMENT: Students
who a pregnant or think they may be pregnant should not take this course and do
so at the risk of their unborn child.
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 Teacher¹s
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 students¹
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!