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 371 CREDIT HOURS 3 PREREQUISITES:

CHE 370 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.
 
 

COURSEíS 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 "modern physical chemistry". 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, 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 "modern physical chemistry," 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 20^th 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 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 method of expressing the 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 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 19^th 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 in the group). (INTASC 1, 4; NSTA 1, 2, 3, 4, 6; CCCT 1.1, 1.3, 2.2, 2.6)

6. Identify and 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 "spin" and learn that it does not mean that the electron is actually spinning on its axis. Point out the difference in this case between "good" science and "bad" 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 1-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, 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 note. 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%
 
 

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!
 
 
 
 
 
 

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