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Students are responsible
for safety and for the stewardship of the laboratory.Students
are expected to read the laboratory manual before coming to the lab session
and they should be familiar with the techniques and precautions necessary
for safe performance of the experiment. During the first laboratory session,
you will be afforded the opportunity to choose a laboratory partner and
a workstation; please maintain these choices for the duration of the semester
so that chemical hygiene responsibilities are consistently distributed.
There are fifteen
laboratory sessions scheduled for this semester.Each
student is expected to attend all fifteen laboratory sessions.Any
absence that is not documented as excused will result in a score of zero;
dropping the single, lowest experiment report grade will be employed to
correct an excused absence.Performance
of all fifteen lab exercises as indicated by submission of all fifteen
experiment reports will result in bonus points.Three
absences will result in a failing grade even if documented as excused.
Students are to document
all of the required laboratory activities as indicated by the laboratory
schedule in a LABORATORY NOTEBOOK.Its
submission for grading is strictly due on the Friday before the
last scheduled laboratory session [The instructor will attempt
to grade the laboratory notebooks weekly during the laboratory session.].The
notebook must be permanently bound and it probably should
have at least twenty-five pages.Every
page should be numbered upon its use; and a table of contents should be
constructed.The last page of each
lab exercise recorded in the lab notebook should be dated and signed by
the student.Each page is to be TITLED
with the name of the experiment.Prior
to the performance of the lab activity, an ABSTRACT is to be written
that describes the purpose, goal, objective, and significance of the experiment.An
INTRODUCTION
is to be included that supplies a background on the theoretical and experimental
models necessary for understanding the lab activity; this can include the
instructor’s pre-lab lecture.During
the lab exercise, the experimental PROCEDURE is to be documented
in a fashion that clearly indicates the methods used and that could be
used to repeat the experiment in the absence of the lab textbook.DATA
AND INTERPRETATION of data is the most important section; your results
are the fruit of your labor.The
report sheet from the lab textbook can be employed by taping it onto a
permanently bound page in the lab notebook.You
lab notebook is your scratchpad for showing all your CALCULATIONS.A
CONCLUSION that answers the question asked in the abstract is a requirement.If
authored/edited/commercial printed materials are employed for the accomplishment
of the lab activity, they must be REFERENCED by author name, title,
edition number, publisher, location of publisher, year of publication,
and pages used.Your lab team is
to be indicated in an ACKNOWLEDGMENT section through your indicating
the nature and quality of their assistance.WITNESSsignature
by the instructor before leaving the lab session dedicated to that lab
exercise is the final addition to the entry for each experiment.Each
of the boldfaced, capitalized sections will be worth six (6) points
for the entry graded.
ASSESSMENT:
Notebook (one experiment will be chosen
at random for grading):60 points
Report (due on or before
the Friday following lab session dedicated to experiment):10
points each
Safety (comments on accidents/safety
incidents missing from Acknowledgment section
in the laboratory notebook will result
in the deduction of safety points; violations will
also result in deductions):20
points each
Bonus points are available if you can
provide the instructor current, documented, properly referenced descriptions
of proper disposal methods [Statements like ‘follow local, state, and federal
guidelines’ or lab manual suggestions will not be considered for bonus
points.] for materials used/generated in the laboratory exercise.Three
(3) percentage points is the maximum that can be accumulated at one point
each.
A: 90-100%B:
80-89%C: 70-79%D:
60-69%F: <60%
Chem 1471
Syllabus
CHEM 1471: GENERAL CHEMISTRY LABORATORY II
THE COURSE DESCRIBED BELOW IS A LABORATORY COURSE WHICH ATTEMPTS
TO INTEGRATE LABORATORY METHODOLOGY AND TECHNIQUE WITH CONCEPTUAL ASPECTS
OF CHEMISTRY. THIS COURSE AS DESIGNED ASSUMES THAT THE STUDENT HAS
BEEN EXPOSED TO CHEMISTRY THROUGH PREREQUISITE ENROLLMENT IN GENERAL CHEMISTRY
I (CHEM 1364) AND/OR CONCURRENT ENROLLMENT IN GENERAL CHEMISTRY II (CHEM
1474).
PLEASE CONTACT THE OFFICE OF MULTI-CULTURAL AND DISABLED SERVICES
IF YOU FEEL YOU NEED SPECIAL ACCOMMODATIONS. THE SAME ACADEMIC STANDARDS
ARE APPLIED TO ALL STUDENTS ENROLLED IN GENERAL CHEMISTRY LABORATORY.
CHEM 1471 is the second semester of a two-semester course in general
chemistry laboratory. Chemistry is considered a central, core course
to the sciences and related disciplines. This course centers on the
introduction of laboratory techniques necessary for the analysis and study
of matter. Concurrent enrollment should include General Chemistry
I (CHEM 1474). Satisfactory credit must be earned in both lecture
and the laboratory components before formal credit is granted for either.
General Chemistry II (CHEM 1474) and General Chemistry Laboratory II (CHEM
1471) constitute a five-credit hour lecture-laboratory course that satisfies
the physical science component for general education and that serves as
the second course for the major or the minor degree program in chemistry.
Students have the opportunity to gain experience from a number of techniques
illustrated in the laboratory exercises. Traditional and common techniques
form the central core of activities, but application of computers is frequented
in an attempt to enhance the introduction of modern data analysis techniques.
A broader view of chemistry is encouraged through invitation of laboratory
students to departmental and university seminars and professional meetings.
Students have the responsibility to avail themselves of the opportunities
to broaden themselves by utilizing available computer technology such as
internet access and tutorial software and by employing the traditional
office visit.
PROGRAM OBJECTIVES
1. The initial preparation of the chemistry major to directly
enter the chemical industry.
2.
The initial preparation of the chemistry major to enter graduate programs
in chemistry and related sciences.
3.
The initial preparation of the student for entry into graduate professional
programs such as M.D., D.D.S., D.V.M., and D.O.
4.
Discipline support for other degree programs such as agriculture, biology,
and technology.
5.
A source of general education in the physical sciences. This course
should contribute to the
a.
ability to place public issues in a scientific context.
b.
opportunity to understand the scientific process.
c.
recognition of the importance of experimentation used to probe nature.
d.
experience of using mathematics to describe nature.
e.
exposure to basic universal laws which describe our physical environment.
f.
opportunity to develop application of scientific concepts.
g.
appreciation for discovery and advances in scientific/technical disciplines.
COURSE
OBJECTIVES
1.
Developing fundamental chemical concepts.
2.
Strengthening skills and techniques utilized in chemical applications.
3.
Making connections with other disciplines.
4.
Using chemical technology.
5.
Evaluating societal issues dealing with chemical concepts, applications,
or technology.
6.
Enhancing science literacy.
7.
Developing the philosophy of science as inquiry and as societal problem-solving.
PERFORMANCE
OBJECTIVES
Developing
fundamental chemical concepts:
1.
Understand atomic structures.
Includes
describing the structure of the atom by analysis of elemental line
spectra.
2.
Develop a conceptual picture of the Periodic Table of the Elements.
Includes:
a.
classification of the elements by their characteristics.
b.
explaining/defining the subdivisions in groups of two, six, eight, ten,
etc.
c.
developing generalizations that can be applied to predicting behavior.
3.
Discuss/explain bonding theories.
Includes:
a.
predicting the types of bonds present in compounds.
b.
predicting the form of compounds in solution based upon types of bonds
present.
4.
Predict and quantify the relationship of pressure, volume, mass, and temperature
of gases.
Includes
characterization of a gas by application of this relationship.
5.
Discuss/explain/identify patterns of chemical reactivity.
Includes:
a.
analysis and describing of metathesis reactions.
b.
utilizing an understanding of acid-base reactions to analyze samples by
titration.
c.
utilizing an understanding of combination/decomposition reactions to analyze
samples
for empirical formulae.
d.
utilizing an understanding of precipitation reactions to analyze samples
by
gravimetric
methods.
Strengthening
skills and techniques utilized in chemical applications:
1.
Work with metric system using scientific measurements.
Includes:
a.
determining the number of significant figures in a measured quantity.
b.
record a numerical result expressing the correct number of significant
figures.
c.
use unit-factor (or dimensional) analysis for chemical problem solving.
d.
perform calculations dealing with units derived from length, mass, and
quantity.
e.
perform calculations dealing with contrived units such as density and
concentration.
f.
convert between temperature scales.
2.
Calculate stoichiometric values involving solids, liquids, gases, or solutions.
Includes:
a.
calculating masses.
b.
calculating volumes.
c.
calculating quantities in moles.
d.
calculating concentrations.
e.
calculating/using contrived units such as molar mass and molecular weights.
3.
Interconvert and apply concentration units.
4.
Apply separation methods to analytical problems both qualitatively and
quantitatively.
5.
Manipulate and interpret laboratory data numerically and graphically.
6.
Interpret and predict molecular and atomic behavior as measured by spectrometers
both qualitatively and quantitatively.
7.
Predict electronic structure based upon elemental position in the Periodic
Table.
8.
Predict physical and chemical properties of elements based upon position
in the Periodic Table.
9.
Predict structure, geometry, polarization, and hybridization based upon
bonding theories and molecular modeling methods such as energy minimization.
Making
connections with other disciplines:
1.
Predicting physical properties of matter based upon the concept of intermolecular
forces.
Includes:
a.
investigation/discussion of applications at home.
b.
investigation/discussion of applications in the community.
c.
investigation/discussion of applications in other disciplines.
2.
Integrating the scientific literature with the knowledge base and learned
skills already possessed by the student.
3.
Integrating the scientific method into the students’ “way of knowing.”
Includes:
a.
collection of data or information.
b.
organization of data or information.
c.
classification of data or information.
d.
discovering/connecting laws, models, and theories.
e.
discussing the limits of scientific knowledge.
f.
integrating concepts such as change, scale, and consequences.
g.
put science into context in historical, cultural, political, social, and
ethical
dimensions.
Using
chemical technology:
1.
Understanding atomic structure.
Includes:
a.
discussion of contribution to technology utilized by the non-scientist.
b.
discussion of technology-concept relationship.
c.
investigation/discussion of applications/techniques employed in its
development.
2.
Predicting physical properties of matter based upon the concept of intermolecular
forces.
Includes:
a.
investigation/discussion of applications/techniques of common usage.
b.
investigation/discussion of applications/techniques in academic usage.
c.
investigation/discussion of applications/techniques in industrial usage.
3.
Developing a conceptual picture of the Periodic Table of the Elements.
Includes
computer-based graphical analysis of elemental characteristics.
4.
Discussing/explaining/identifying patterns of chemical reactivity.
Includes:
a.
analyzing reactions for relationship with concept with equipment of current
usage.
b.
employing reactions for analysis of composition with equipment of current
usage.
c.
synthesizing a target compound with equipment of current usage.
5.
Predicting structure/geometry/polarization/hybridization based upon bonding
theories.
Includes
computer-based energy minimization molecular modeling.
6.
Apply separation methods to analytical problems both qualitatively and
quantitatively.
Includes
use of instrumentation and equipment of common usage.
Evaluating
societal issues dealing with chemical concepts, applications, and technology:
1.
Integrating the scientific literature with the knowledge base and learned
skill.
Includes
report writing modeled after professional society guidelines.
2.
Integrating the scientific method into the students’ “way of knowing.”
Includes:
a.
collection of data or information.
b.
organization of data or information.
c.
classification of data or information.
d.
discovering/connecting laws, models, and theories.
e.
discussing the limits of scientific knowledge.
f.
integrating concepts such as change, scale, and consequences.
g.
put science into context in historical, cultural, political, social, and
ethical
dimensions.
Enhancing
scientific literacy:
1.
Working with metric system using scientific measurements.
Includes:
a.
knowing common metric prefixes such as mega-, kilo-, deci-, centi-, milli-,
micro-,
etc.
b.
expressing measurements and recorded results in correct scientific notation.
c.
knowing basic relationships between SI and English measurement units.
d.
knowing the fundamental measurements with their units.
e.
be able to contrive useful units that are not fundamental such as volume
or
molar
mass
2.
Writing formulae for compounds based upon their names.
3.
Writing structures for compounds based upon their names.
4.
Deriving names of compounds from structures of inorganic origin.
5.
Deriving names of compounds from a limited selection of compounds of organic
origin.
6.
Providing names and symbols for the elements.
7.
Understanding atomic structures.
Includes:
a.
translating/employing from the elemental symbol/name atom
qualities/behavior.
b.
using an element’s atomic mass (atomic weight).
8.
Expressing/interpreting solution concentrations in standard/nonstandard
units.
9.
Predicting physical properties of matter based upon the concept of intermolecular
forces.
Includes:
a.
categorizing/employing the concepts of ‘pure’ and ‘mixture.’
b.
categorizing/employing the concepts of ‘homogeneous’ and ‘heterogeneous.’
c.
categorizing/employing the concepts of ‘element’ and ‘compound.’
d.
identifying/using physical properties/techniques for separating components
of
a
mixture.
e.
discussing/defining/using the physical and chemical changes/properties.
10.
Integrating the scientific literature with the knowledge base and learned
skills.
Includes
writing reports that model professional society guidelines.
11.
Integrating the scientific method into the students’ “way of knowing.”
Includes:
a.
collection of data or information.
b.
organization of data or information.
c.
classification of data or information.
d.
discovering/connecting laws, models, and theories.
e.
discussing the limits of scientific knowledge.
f.
integrating concepts such as change, scale, and consequences.
g.
putting science into context in historical, cultural, political, social,
and ethical
dimensions.
12.
Identifying/classifying compounds (such as acids, bases, salts, etc.) by
their characteristics.
Developing
the philosophy of science as inquiry and as societal problem-solving.
1.
Understanding atomic structure.
Includes:
a.
discussion of the historical context of the development of the atomic theory.
b.
discussion of the scientific method as applied to modeling atomic structure.
c.
investigating/performing techniques employed to develop atomic theory.
2.
Predicting physical properties of matter based upon the concept of intermolecular
forces.
Includes:
a.
discussion of extrapolation of student-employed techniques to applications
outside
general chemistry laboratory.
b.
application of techniques based upon this concept.
3.
Integrating the scientific literature with knowledge base and learned skills.
Includes
report writing that models professional society guidelines.
4.
Integrating the scientific method into the students’ “way of knowing.”
Includes:
a.
collection of data or information.
b.
organization of data or information.
c.
classification of data or information.
d.
discovering/connecting laws, models, and theories.
e.
discussing the limits of scientific knowledge.
f.
integrating concepts such as change, scale, and consequences.
g.
putting science into context in historical, cultural, political, social,
and ethical
dimensions.
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