Name: James R. Barrante Office Hours:

Office: 318 Jennings Hall Monday, Wednesday, Friday: 8:00 ó 9:00 am

Phone: 203-392-6260 Monday, Wednesday: 10:00 ó 11:00 am

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.
 
 

COURSEíS 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 this first semester course spans the history of chemistry going back to the mid-1600ís (Boyleís law), but concentrates on the science developed in the mid- to late-1800ís (work of Arrhenius, vanít 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 the American Chemical Society standard examination in physical chemistry. The grade on the examination is determined by comparing the studentís 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 the 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 third laws of thermodynamics in terms of an increase in the 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 (Raoultís law and Henryís 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 phase 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 Thermodynamics 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, 4^th ed., K. J. Laidler, J. H. Meiser, R. C. Sanctuary, Houghton Mifflin Co. (2003)

ISBN 0-618-12341-5

RECOMMENTED TEXT:

Applied Mathematics for Physical Chemistry, 3^rd 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 ó 100%

A = 85 ó 94%

A- = 80 ó 84%

B+ = 75 ó 79%

B = 70 ó 74%

B- = 65 ó 69%

C+ = 60 ó 64%

C = 55 ó 59%

C- = 50 ó 54%

D+ = 45 ó 49%

D = 40 ó 44%

D- = 35 ó 39%

F = < 35%

STANDARDS GUIDELINES

Scholarship

1. Knowledge of subject matter

2. Knowledge of human

development & learning

3. Instruction adapted to meet

diverse lerners

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
 
 

1. Content ó Structure and interpret the concepts, ideas, and relationships in science

2. Nature of Science ó Define the values, beliefs, and assumptions inherent to the creation of scientific knowledge within the scientific community

3. Inquiry ó Formulating solvable problems, constructing knowledge from data, exchanging information for seeking solutions, developing relationships from empirical data

4. Content of Science ó Relate science to daily life: techno-

logical, personal, social, and cultural values

5. Skills of Teaching ó Science teaching actions, strategies and methodologies, interaction with students, effective organization and use of technology

6. Curriculum ó Extended framework of goals, plans, materials, and resources for instruction

7. Social Content ó 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 ó Alignment of goals, instruction and outcomes, evaluation, of student learning

9. Environment for Learning óPhysical spaces for learning,psychological and social environment, safety in science instruction

10. Professional Practice ó Knowledge and participation in the professional community, ethical behavior, high quality of science instruction, working with new colleagues as they enter the profession
 
 

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, students, curriculum, & community

2.2 selection and/or creation of learning tasks that make 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 studentsí 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
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

TENTATIVE COURSE CALENDAR

See "Course Content Outline" above.
 
 

DISABILITY ACCOMODATION STATEMENT

As a student with a 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 would like to speak with 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 missing 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 a 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!