Central Michigan University College of Arts and Sciences ... Program... · Central Michigan University College of Arts and Sciences ... R., “Chemistry”, 7th Edition, McGraw-Hill

Section 11 Syllabi

Central Michigan University College of Arts and Sciences

Course Syllabus

CHM 131 Introduction to Chemistry I 4(3-3) Desig No. Title Credit(mode) I. Bulletin Description

Fundamental Concepts of Chemistry. CHM 131 and 132 are recommended to constitute the standard one-year course for science majors. Satisfies University Program Group II laboratory requirement. Group (II-B)

II. Prerequisites High School Algebra (one unit) III. Rationale for Course Level Introductory Course IV. Textbooks and Other Materials To Be Furnished by the Student

1. T. L. Brown; LeMay Jr., H.E.; Bursten, B.E. “Chemistry: The Central Science”, 8th Edition, 2000

2. "Chemistry 131 Laboratory Experiments", Current ed, CMU Press 3. Approved Safety Goggles 4. Laboratory Notebook

5. Calculator - Scientific - should do the standard arithmetic, exponential, and logarithmic calculations.

V. Special Requirements of the Course

To earn a passing grade in the course requires that passing grades be earned in both laboratory and lecture.

VI. General Methodology Used in Conducting the Course Lecture and Laboratory VII. Course Objectives Upon completion of the course students will be able to:

1. Produce a general description (both microscopic and macroscopic) of matter. 2. Write and balance chemical equations.

3. Carry out calculations necessary to quantitatively interpret chemical equations in terms of moles, mass, volume of solutions and energy.

4. Describe the electronic structure of atoms in terms of elementary Bohr and quantum mechanical models.

5. Use the periodic law to describe the behavior & properties of substances. 6. Carry out calculations necessary to quantitatively describe the bonding in simple

substances in terms of elementary covalent and ionic bonding models. 7. Describe the molecular structure of simple covalent species using the VSEPR

model. 8. Carry out calculations necessary to quantitatively describe the properties and

behavior of substances in the gaseous state. 9. Follow a laboratory procedure, make and record observations, obtain expected

results, and carry out calculations necessary for interpretation. VIII. Course Outline Lecture Component 1. Introduction & Basic concepts (1 week) A. Matter B. Units & Measurement C. Problem solving 2. Microscopic Structure of Matter (1 week) A. Atoms B. Periodic Table C. Molecules & Ions D. Nomenclature 3. Mass relationships – Stoichiometry (2 weeks) A. Formulas B. Equations C. Reaction types D. Calculations from Equations 4. Solutions & Reactions in Solution (2 weeks) A. Solution composition B. Reactions in solution C. Solution Stoichiometry 5. Thermochemistry (1 week) A. Energy B. Energy Changes in Chemical Systems C. Energy Change- Enthalpy D. Calorimetry E. Energy in Foods & Fuels 6. Electronic Structure of Atoms (1 week) A. Quantum Theory B. The Bohr Model C. The Quantum Mechanical Model 7. Periodic Properties & the Periodic Table (1 week)

A. Development & History B. Electronic Structure C. Periodic Properties D. Element Types E. Groups/Families 8. Chemical Bonds (2 weeks) A. Lewis/Electron Dot Structures B. Covalent Bonds C. Polar Bonds & Polar Molecules D. Ionic Bonds E. Oxidation Numbers 9. Molecular Geometry & Bonding Theories (2 weeks) A. Prediction of geometries B. Polar Molecules C. Valence Bond Theory 10. Gases (1 week) A. Characteristics & Pressure B. The Gas Laws C. Molar Mass & Densities D. Mixtures & Reactions E. Kinetic Molecular Theory F. Effusion and Diffusion G. Real Gases & the van der Waals Equation Laboratory Component 1. Density Measurements 2. Experimental Analysis of Hydrates 3. Elemental Analysis of a Metal Oxide 4. Stoichiometry of a Reaction 5. Metathesis Reactions 6. Activity Series of Metals 7. Thermochemistry 8. Preparation and Standardization of a Sodium Hydroxide Solution 9. Volumetric Analysis of an Acid of Unknown Concentration 10. Qualitative Analysis of Anions 11. 9:00 am class: Infrared Spectroscopy 10:00 am class: Molecular Models Lab 12. 9:00 am class: Molecular Models Lab 10:00 am class: Infrared Spectroscopy IX. Evaluation Four one-hour exams and a final exam (75%) and instructor evaluation of laboratory

reports (25%). Writing in the University Program

CHM 131 satisfies the requirement for “A significant amount of meaningful writing” in the following ways. The laboratory portion of the course requires weekly written laboratory reports which include significant writing and calculations. The laboratory portion of the course constitutes 25% of the course grade.

The lecture portion of the course requires 5 multiple choice examinations. At least half of the questions on each examination require calculations. The lecture portion of the course counts 75% of the course grade. Therefore, more than half of the course grade in CHM 131 is based on a combination of meaningful writing and calculations.

X. Bibliography Bodner, G.M. & Pardue, H.L., “Chemistry an Experimental Science”, 2 Edition, John

Wiley & Sons Inc., NY, NY, 1995 Chang, R., “Chemistry”, 7th Edition, McGraw-Hill Inc., NY, NY, 2002 Masterton, W.L. & Hurley, C.N., 4th Edition, “Chemistry - Principles & Reactions”,

Harcourt Brace Jovanovich, NY, NY, 2001 McMurry, J. & Fay, R.C., 3rd Edition, “Chemistry”, Prentice-Hall, Englewood Cliffs, NJ,

2001 Olmsted, J III & Williams, G.M., “Chemistry - The Molecular Science”, Mosby, St.

Louis, MO, 1994. Silberburg, M., 2nd Edition, “Chemistry - The Molecular Nature of Matter and Change”,

Mosby, St. Louis, MO, 2000 Syllabus Prepared By: ____Calvin D. Tormanen_________________ Name

_____________________________________ Signature _____May 14, 2002_____________________ Date


Course Syllabus

CHM 132 Introduction to Chemistry II 4(3-3) Desig No. Title Credit (mode) I. Bulletin Description

Continuation of Chemistry 131 II. Prerequisites

CHM 131, or permission of instructor III. Rationale for Course Level

Continuation of Introductory Course IV. Textbooks and Other Materials To Be Furnished by the Student

1. T. L. Brown; LeMay Jr., H.E.; Bursten, B.E. "Chemistry: The Central Science", 6e, 1994

2. "Chemistry 132 Laboratory Experiments", Current ed, CMU Press 3. Approved Safety Goggles 4. Laboratory Notebook: National Brand 43-644 (Avery Dennison) 5. Calculator - Scientific - should do the standard arithmetic, exponential, and

logarithmic calculations.

V. Special Requirements of the Course To earn a passing grade in the course requires that passing grades be earned in both laboratory and lecture.

VI. General Methodology Used in Conducting the Course

Lecture and Laboratory VII. Course Objectives

Upon completion of the course students will be able to: 1. Describe the properties and behavior of substances in the solid and liquid states. 2. Carry out calculations necessary to describe the properties and behavior of substances

in solution. 3. Carry out calculations necessary to interpret kinetic data in terms of energy and reaction

mechanism. 4. Carry out calculations necessary to describe simple chemical systems at equilibrium. 5. Carry out calculations necessary to describe the electrochemical behavior of selected

chemical species.

6. Use the calculation methods of elementary thermodynamics to describe/interpret the behavior of selected chemical systems.

7. Follow a laboratory procedure, make and record observations, obtain expected results, and carry out calculations necessary for interpretation

VIII. Course Outline

Lecture Component 1. Liquids and Solids (2 weeks)

A. Kinetic Molecular Theory of Liquids and Solids B. Intermolecular Forces C. Properties of Liquids D. Changes of State E. Vapor Pressure F. Phase Diagrams G. Structures of Solids H. Bonding in Solids

2. Solutions (2 weeks) A. Concentration Units B. The Solution Process C. Solubility D. Factors Affecting Solubility E. Colligative Properties F. Colloids 3. Chemical Kinetics (2 weeks) A. Reaction Rate B. Reaction Rate and Concentration: Rate Laws C. Reaction Rate and Temperature: Activation Energy D. Mechanisms of Reactions E. Catalysis 4. Chemical Equilibrium (2 weeks) A. Concepts & Models B. The Equilibrium Constant: Concentrations & Equilibrium C. Evaluating Equilibrium Constants D. Le Châtelier's Principle 5. Acid-Base Equilibrium (2 weeks) A. Acids and Bases: BrØnsted-Lowry Model B. Water: The pH Scale C. Strong Acids & Bases D. Weak Acids & Bases E. Conjugate Pairs: Ka and Kb F. Salts with Acid-Base Properties G. Molecular Structure and Acid-Base Behavior H. Acids and Bases: Lewis Model

6. More Equilibrium (1 week) A. Common-Ion Effect B. Buffer Solutions C. Titration Curves: pH vs. Volume of Titrant D. Solubility Equilibria: Slightly Soluble Substances E. Dissolution and Precipitation: Ksp 7. Electrochemistry (1 week) A. Redox Reactions and Equations B. Balancing Redox Equations C. Voltaic Cells D. Cell EMF E. Electrolysis F. Electro-stoichiometry 8. Thermodynamics (1 week) A. Spontaneous Processes B. Enthalpy (H), Entropy (S) and Spontaneity C. Gibbs Free Energy: G D. AG and Keq

Laboratory Component 1. Chromatographic Separation of a Mixture (1 week) 2. Spectrophotometric Quantitation: Beer-Lambert Law (1 week) 3. Colligative Properties (1 week) 4. Inorganic Synthesis (1 week) 5. Chemical Kinetics (1 week) 6. Effect of Temperature on the Rate of Reaction (1 week) 7. Chemical Equilibrium and Le Châtelier's Principle (1 week) 8. Spectrophotometric Analysis of NO2, an Air Pollutant (1 week) 9. Spectrophotometric Determination of the pKa of an acid-Base Indicator (1 week) 10. Weak Acids and Buffer Solutions (1 week) 11. The Solubility Product (1 week) 12. Oxidation-Reduction Reactions (1 week) 13. Electrochemistry (1 week)

IX. Evaluation

Four one-hour exams, quizzes, and a final exam (75%) and instructor evaluation of laboratory reports (25%).

X. Bibliography

Bodner, G.M. & Pardue, H.L., "Chemistry an Experimental Science", 2e, John Wiley & Sons Inc., NY, NY, 1995 Chang, R., "Chemistry", 5e, McGraw-Hill Inc., NY, NY, 1994 Masterton, W.L. & Hurley, C.N., "Chemistry - Principles & Reactions", Harcourt Brace Jovanovich, NY, NY, 1993 McMurry, J. & Fay, R.C., "Chemistry", Prentice-Hall, Englewood Cliffs, NJ, 1995

Olmsted, J III & Williams, G.M., "Chemistry - The Molecular Science", Mosby, St. Louis, MO, 1994. Silberburg, M., "Chemistry - The Molecular Nature of Matter and Change", Mosby, St. Louis, MO, 1996

Syllabus Prepared By: Kenneth R. Magnell

Name

Signature

October 31, 1995 Date

Central Michigan University College of Science and Technology

Master Course Syllabus

CHM 161H Principles of Chemistry 5(4-4)

I. Bulletin Description Intensive introduction to chemical principles for the well-prepared, motivated student. Satisfies University Program Group II laboratory requirements. Prerequisites: Algebra (1 unit), Chemistry (1 unit), or CHM 120; satisfactory Chemistry Placement Test score. (Group II-B) II. Prerequisites Algebra (1 unit), Chemistry (1 unit), or CHM 120; satisfactory Chemistry Placement Test score. III. Rationale for Course Level

This is an introductory honors-level course in chemistry intended primarily for freshmen or other beginning chemistry students. The prerequisites are high school algebra and chemistry, or a lower-level college chemistry course. It is appropriate that this course be at the 100-level. IV. Textbooks and Other Materials to be Furnished by the Student

1. Oxtoby, Gillis, and Nachtrieb “Principles of Modern Chemistry", 4th Ed., Saunders College Publishing (1999) 2. Chemistry 161H Laboratory Manual, CMU Press, Current Edition 3. Pfeiffer, "Pocket Guide to Technical Writing", 2nd Ed., Prentice Hall (2001) 4. Approved safety goggles 5. Laboratory notebook (must have alternating carbonless sheets with detachable original) 6. Calculator (should do standard arithmetic and logarithmic calculations including exponentials, ln, etc.) Non-programmable, non-graphing calculators only will be permitted at quizzes and exams. V. Special Requirements of the Course

None VI. General Methodology Used in Conducting the Course

Classroom instruction (four periods per week) involves traditional lectures, problem solving, and in-class quizzes. Laboratory (one four-hour period per week) involves experimentation and data analysis. VII. Course Objectives

Upon completion of this course, the student will be able to:

1. Employ basic mathematics (algebra, logarithms, etc.) to solve chemical problems in each of the areas covered.

2. Perform statistical analyses of experimental data, and distinguish between random and systematic errors in experimental results.

3. Employ the Scientific Method to trace the development of ideas from hypothesis through theory to scientific law.

4. Balance chemical equations and demonstrate a practical understanding of their descriptive and quantitative usage.

5. Write proper Lewis dot diagrams for simple covalent molecules and predict their geometries as well as polarities.

6. Use the gas laws to calculate and/or predict the behavior of ideal gases. 7. Explain the essential features of the kinetic-molecular theory and describe the different

properties of gases, liquids and solids at the molecular level. 8. Analyze the colligative properties of solutions (vapor pressure lowering, boiling point

elevation, freezing point depression, and osmotic pressure) both qualitatively and quantitatively, especially as they are concerned with molecular weight determination.

9. Calculate the thermodynamic properties ΔH, ΔS, and ΔG given adequate experimental data; determine from knowledge of ΔG whether a given reaction is possible; relate ΔGo to the equilibrium constant of a given reaction.

10. Derive mathematical expressions for the equilibrium constant for any chemical reaction; use experimental data to calculate yields; and predict the effects of temperature, pressure, and concentration on the position of equilibrium and the value of the equilibrium constant.

11. Write expressions for the rate of a chemical reaction in terms of its concentrations of reactants and products; determine the kinetic order of a chemical reaction from experimental data; predict the effects of temperature, pressure, concentrations, catalysts, and the energy of activation on reaction rates.

12. Predict the conditions of temperature, pressure and concentrations necessary to produce the maximum yield of a chemical reaction in the minimum amount of time.

13. Describe the structure of the atom and specify the ground state electron configuration for a given atom; use the laws of periodicity to predict the chemical reactivity of the elements based on their position in the Periodic Table.

VIII. Course Outline (Fifteen weeks of lecture and one week for final exam)

1. Introduction: matter: substances and mixtures; elements; laws of chemical combination;

atoms; periodic table; molecules; energy (One week) 2. Stoichiometry: empirical and molecular formulas; balanced equations; mass relationships

in chemical reactions; limiting reactant and percentage yield (One week)

3. Chemical bonding: electronegativity; ionic bonding; covalent bonds; Lewis diagrams; polar covalent bonding; Shapes of molecules: VSEPR (One week)

4. Gases: chemistry of gases; pressure: Boyle's law; Charles' law; ideal gas law; chemical calculations for gases; mixtures of gases; kinetic theory of gases; Graham's law of effusion; real gases (One week)

5. Liquids and solids: bulk properties of liquid & solids; intermolecular forces; phase equilibria, transitions, diagrams (One week)

6. Solutions: composition of solutions; nature of dissolved species; colligative properties; colloids (One week)

7. Thermochemistry: systems, states and processes; energy, work and heat; heat capacity, enthalpy and calorimetry (One week)

8. Thermodynamics: nature of spontaneous processes; entropy; Gibbs free energy changes and chemical reactions (One week)

9. Equilibrium: nature of chemical equilibrium; thermodynamic description; equilibrium calculations for gas phase reactions; magnitude of K and direction of change; Le Chatelier's principle (One week)

10. Acids and bases: classification of acids and bases; Bronsted-Lowry scheme; acid and base strength; equilibria; buffer solutions; acid-base titration curves (One week)

11. Solubility equilibria (One week) 12. Chemical kinetics: rates of chemical reactions; rate laws; integrated rate laws; reaction

mechanisms; reaction mechanisms and rate; effect of temperature on reaction rates; catalysis (Two weeks)

13. Electronic structure: wave motion and light; energy quantization; Bohr model; waves, particles, Schrodinger equation; hydrogen atom; many electron atoms and the periodic table; experimental measures of orbital energies (Two weeks)

IX. Evaluation

Exams count 60% and labs 40% toward overall grade. A passing grade (D-) requires that passing scores be earned in both parts of the course. Exam average is based on three in-semester exams, the average of all in-semester quizzes, and the final exam, all equally weighted. Lab average is based on the percentage of the total available points earned on lab reports.

Overall (Exams & Laboratory)* >87 = A; 77-87 = B; 67-77 = C; 57-67 = D; <57 = E Exams >86 = A; 76-86 = B; 66-76 = C; 56-66 = D; <56 = E

Laboratory >90 = A; 80-90 = B; 70-80 = C; 60-70 = D; <60 = E

* Overall = (0.60 x Exams) + (0.40 x Laboratory). Pluses and minuses will be added to course grades at the upper and lower ends of each range at the discretion of the instructor.

Note: Due to the small size of this course (~20 students) all in-semester quizzes and exams are in objective format with questions requiring calculations and written answers. The quizzes and three in-semester exams account for 4/5 of the exam score, or 48% of the overall grade. In addition, all laboratory reports require calculations as well as discussion and interpretation of results. The writing

expected on lab reports is beyond the single-sentence (“short answer”) format typically associated with exams. Given the 40% weighting of the lab portion of the course, combined with the amount of calculation required on the examinations, it can be concluded that in excess of 50% of a student’s grade in this course will result from a combination of meaningful writing and calculation. X. Bibliography

1. Atkins, Peter W. and Loretta Jones. Chemical Principles. New York: W. H. Freeman and

Company, 1999. 2. Munowitz, Michael. Principles of Chemistry. New York: W. W. Norton & Company,

2000. 3. Oxtoby, David W., H. P. Gillis and Norman H. Nachtrieb. Principles of Modern

Chemistry. Fort Worth: Saunders College Publishing, 1999. 4. Zumdahl, Steven S. Chemical Principles. Boston: Houghton Mifflin Company, 1998.

Syllabus prepared by: Philip J. Squattrito _______________________ Name _______________________________________ Signature May 7, 2002_________________________ Date

Central Michigan University College of Arts & Sciences

Course Syllabus CHM 211 Quantitative Analysis 4(3-5) Desg. No. Title Credit (Mode) I. Bulletin Description

Gravimetric, volumetric, spectroscopic, and electroanalytical methods of analysis. II. Prerequisites

CHM 132 or 161, or advanced placement III. Rationale for Course Level

No change IV. Textbooks and Other Materials to be Furnished by the Student

Textbook on elementary quantitative analysis (instructor's choice), laboratory notebook, and safety goggles.



Formal lectures (three hours per week) with extra time set aside for problem solving & discussion. Laboratory: Laboratory work for (a minimum of) five hours per week with extra time set aside for lab/lecture discussions and additional experimental work. Quantitative analyses on several unknown samples are performed.

VII. Course Objectives VII. Course Outline Representative Textbook: D.C. Harris, Quantitative Chemical Analysis, 3rd Ed., W.H.

Freeman & Co., 1991. Required Course Materials: Laboratory notebook, Safety Goggles.

Course Evaluation: Examination and Homework 70% Laboratory Results 30% Course Description: The following topics should be covered in any course in

elementary quantitative analysis. These are primarily lecture topics, but will also supplement the understanding on laboratory exercises and experiments in this course.

I. Introduction - What are Quantitative Analysis and

Analytical Chemistry? II. Fundamental Concepts (1 week) A) Units and Concentrations B) Tools of the Trade III. Data Treatment (1 week) A) Accuracy and precision B) Significant figures C) Determination & indeterminate errors D) Confidence limits IV. Gravimetric Methods (1 week) A) Precipitation phenomena B) Gravimetric factor C) Gravimetric method V. Solubility Factors (1 week) A) Ionic strength B) Activity coefficients C) Equilibrium constants VI. Volumetric Methods (6 weeks) A) Acid - Base equilibria B) Precipitation methods C) Complex formation D) Redox titrations VII. Spectrophotometry (2 weeks)

A) Electromagnetic spectrum B) Interaction of energy with molecules C) Beer's Law D) Ultraviolet - Visible (Molecular) E) Ultraviolet - Visible (Atomic) F) Instrumentation G) Applications

H) Errors

IV. Final Exam Representative Laboratory Schedule: 1st Week: Check into Lab. Introduction of Analytical Mettler balance and

volumetric glassware. Calibration of a 10 ml transfer pipet and 50 ml buret.

2nd Week: Volumetric standardization of sodium hydroxide ((NaOH) with primary

standard potassium acid phthalate (KPH). Analysis of unknown KHP and NaOH. Potentiometric titration of unknown KHP and NaOH.

3rd Week: Volumetric standardization of hydrochloric acid (HCl) with primary

standard sodium carbonate (NA2CO3). Analysis of unknown Na2CO3 with HCl. Potentiometric titration of unknown Na2CO3 with HCl.

4th Week: Volumetric standardization of silver nitrate (AgNO3) with standard

sodium chloride (NaCl). Volumetric determination of unknown chloride using AgNO3. Potentiometric titration of unknown chloride AgNO3.

5th Week: Potentiometric standardization of ceric bisulfate [Ce(HSO4)4] with

primary standard ferrous ammonium sulfate [Fe(NH4)2(SO4)2]. Potentiometric determination of unknown iron in an ore with [Ce(HSO4)4].

6th - 8th Week: Spectrophotometric (UV-VIS molecular) standardization using five

primary standard ferrous ammonium sulfate [Fe(NH4)2(SO4)2] and 1, 10-phenanthroline calibration solutions. Spectrophotometric determination of unknown trace iron using Beer's Law calibration plot from above standardization.

9th - 10th Week: Voltammetry experiment 11th - 12th Week: Coulometry experiment 13th - 15th Week: Atomic Absorption or Emission experiment

Supplementary References: 1. W.J. Blaedal and V.W. Meloche, Elementary Quantitative Analysis, 2nd Ed., Harper and

Row, 1963. 2. G.H. Ayres, Quantitative Chemical Analysis, 2nd Ed., Harper and Row, 1968. 3. L.F. Hamilton and S.G. Simpson, Calculations of Analytical Chemistry, 7th Ed.,

McGraw-Hill, 1985.

4. D.A. Skoog, D.M. West, F.J. Holler, Fundamentals of Analytical Chemistry, Saunders, 1992.

IX Evaluation

Thirty percent of the grade is determined by the student's accuracy and precision in his analysis of several unknowns. Seventy percent of the grade is determined by the student's performance on several hour exams and a final examination.

X. Bibliography

1. W.J. Blaedal and V.W. Meloche, Elementary Quantitative Analysis, 2nd Ed., Harper and Row, 1963.

2. G.H. Ayres, Quantitative Chemical Analysis, 2nd Ed., Harper and Row, 1968. 3. L.F. Hamilton and S.G. Simpson, Calculations of Analytical Chemistry, 7th Ed.,

McGraw-Hill, 1985. 4. D.A. Skoog, D.M. West, F.J. Holler, Fundamentals of Analytical Chemistry,

Saunders, 1992. Syllabus prepared by: John P. Warriner Name

4/2/92 Date

Central Michigan University

College/Interdisciplinary Unit Science and Technology

Master Course Syllabus CHM 331 Inorganic Chemistry 3 (2-4) Desig. No Title Credit (Mode)

I. Bulletin Description Descriptive chemistry of selected main group and transition elements, coordination complexes, structures and properties of solids. Synthesis and characterization of inorganic compounds. Prerequisite: CHM 132 or 161H.

II. Prerequisites Prerequisite: CHM 132 or 161H.

III. Rationale for Course Level This course is intended for chemistry majors and minors and students in related fields who desire an experience in inorganic chemistry beyond the general chemistry level.

IV. Textbooks and Other Materials To Be Furnished by the Student Rayner-Canham Descriptive Inorganic Chemistry, 2nd Ed, Freeman Press (2000). Chemistry 331 Laboratory Manual [prepared and revised each year with experiments adapted from Microscale Inorganic Laboratory (Szafran et al.) and The Synthesis and Characterization of Inorganic Compounds (Jolly) as well as other sources] Approved safety goggles Laboratory Notebook with carbon copy pages

V. Special Requirements of the Course None

VI. General Methodology Used in Conducting the Course Standard lecture format together with interactive laboratory instruction/supervision.

VII. Course Objectives

After completion of this course, the student will… 1. be able to understand the key features of coordination compounds, including: - structure of coordination compounds - oxidation state and electronic configurations - coordination number - ligands, chelates - bonding, stability of complexes 2. be able to name coordination compounds and draw the structure given a name. 3. be able to recognize the types of isomers in coordination compounds. 4. be able to use Crystal Field Theory and Ligand Field Theory to understand the magnetic properties (and in simple terms the color) of coordination compounds.

5. be able to describe the stability of metal complexes by the use of formation constants and to calculate thermodynamic parameters from them. 6. be familiar with some applications of coordination compounds. 7. have a basic knowledge of the descriptive chemistry of the element families and be familiar with literature sources that can provide further information. 8. be able to predict the chemical behavior of significant classes of inorganic molecules, including transition metal coordination compounds and organometallic compounds.

9. be able to construct the d-orbital level scheme using symmetry and ligand-field parametric data, then anticipate optical and magnetic properties of transition metal complexes.

10. be able to set up relationships between chemical bonding, crystal structure, energy band scheme and electronic properties of solid-state binary compounds.

11. be able to set up and safely carry out inorganic syntheses and characterizations, including those under standard and inert atmosphere reaction conditions.


This is a one semester course that will generally be taken after completion of a year of general chemistry. There are no corequisites for the course though it may be taken concurrently with organic, physical, or analytical chemistry courses as the student’s schedule permits. The course has both a lecture component and a laboratory component. There will be two (2) hours of lecture and four (4) hours of laboratory per week. Approximately 30 minutes at the beginning of each laboratory period will be devoted to a discussion (“prelab”) of the practical aspects of the experiment scheduled for that week. Theoretical background relating to the experiments will be covered in lecture. Taking account of holidays, there will be a total of about 28 lectures during the semester. These will be used as outlined below: 1. Descriptive chemistry of the nonmetals: Review of periodic trends: covalent and ionic radii, ionization energy and electron affinity, oxidation numbers, relative reactivity; occurrence and isolation of halogens; chlorofluorocarbons; sources, uses, and compounds of noble gases; nitrogen, phosphorus, and sulfur oxides and acids - acid rain; structures and trends of aqueous Bronsted acids and bases; non-aqueous solvent systems and leveling effects; Lewis acids and bases; hard-soft concepts; carbon and silicon; semiconductors; silicate minerals. Introduction to thermal analysis and infrared spectroscopic characterization of inorganic compounds. (Eight lectures-four weeks) 2. Introduction to coordination chemistry: Ligands and nomenclature; structures of transition metal complexes; geometric and optical isomers and measurement of optical rotation; crystal field splitting; spectrochemical series; uv-visible spectroscopic characterization of coordination complexes; high spin- low spin configurations; magnetic moments and susceptibility measurements; mechanisms and kinetics of substitution reactions; occurrences of complexes in nature: hemes, chlorophyll. (Eight lectures-four weeks) 3. Descriptive chemistry of the metals: Metallurgy: occurrence of metals; extraction -pyrometallurgy (roasting, smelting of Cu and Fe ores), hydrometallurgy (leaching of Au, Cu),

electrometallurgy (electrolytic reduction of Al: Hall process); oxidation-reduction chemistry: redox half-reactions, electrochemical series, trends in stabilities of metal oxidation states; alloys (interstitials, intermetallic compounds: steel, brass); chemistry and uses of s and p block metals; comparative properties of d and f block metals (Six lectures-three weeks) 4. Introduction to solids: Close packed systems; crystal lattices; structures of metals and alloys; metal surfaces; lattice energy and Born-Haber cycles; classic structures of ionic compounds; ionic radii and use of radius ratio rules to predict structure; inorganic framework structures - zeolites, ion exchange, heterogeneous catalysis; introduction to X-ray diffraction. (Six lectures-three weeks)

Laboratory Experiments EXPERIMENT I: Preparation of Nitrogen Triiodide Ammoniate: An Explosive. EXPERIMENT II: Synthesis of 5-Anilino-1,2,3,4-thiatriazole. EXPERIMENT III: Synthesis of Tin (IV) Iodide. EXPERIMENT IV: Preparation of Ammonium Hexachlorostannate(IV) and Ammonium Hexachloroplumbate(IV); Comparison of the Relative Stabilities of Tin(IV) and Lead(IV). EXPERIMENT V: Preparation and Magnetic Properties of Magnetite and Zinc Ferrite. EXPERIMENT VI: Determination of Unpaired Electrons in Transition Metal Complexes by Magnetic Susceptibility. EXPERIMENT VII: Synthesis of trans-Dichlorobis (ethylenediamine)-cobalt(III)chloride; Investigation of Aqueous Stability. EXPERIMENT VIII: Preparation of (-)- and (+)-Tris(1,10-phenathroline)-iron(II) Perchlorate Trihydrate; Determination of Optical Rotation. EXPERIMENT IX: Determination of Crystal Field Splitting in Cr(III) Complexes. Synthesis of Potassium Tris(oxalato)chromate (III) Trihydrate. EXPERIMENT IX (continued): Synthesis of Tris(2,4-pentanedionato)-chromium(III). EXPERIMENT X: Preparation of Ferrocene EXPERIMENT XI: Synthesis of Bis(ethylenediamine)-di-N-thiocyanato-nickel(II) and its Benzene Inclusion Compound. IX. Evaluation 3-4 written exams on lecture/laboratory material during semester and final exam (ca. 60 % of final grade) and weekly laboratory reports and evaluation of student performance in lab (yield and purity of product, quality of recorded data, etc.) (ca. 40% of final grade) Passing grades must be earned in both the lecture and laboratory portions of the course.

X. Bibliography

Textbooks Bailar, John C., Jr., Therald Moeller, Jacob Kleinberg, Cyrus 0. Guss, Mary E. Castellion, and Clyde Metz, Chemistry, Third Edition, Harcourt Brace Jovanovich, San Diego, 1989. Boswer, James E. Inorganic Chemistry Brooks/Cole Publishing Co., Pacific Grove, 1993. Brown, Theodore L. and H. Eugene LeMay, Jr., Qualitative Inorganic Analysis, Prentice Hall, Englewood Cliffs (ND, 1983. Brown, Theodore L., H. Eugene LeMay, and Bruce E. Bursten, Chemistry: The Central Science, Fifth Edition, Prentice Hall, Englewood Cliffs (NJ), 1991. Butler, Ian S. and John F. Hanod, Inorganic Chemistry: Principles and Applications, Benjamin/Cummings, Redwood City (CA), 1989. Cotton, F. Albert and Geoffrey Wilkinson, Advanced Inorganic Chemistry, Fifth Edition, John Wiley, New York, 1988. Cotton, F. Albert, Geoffrey Wilkinson, and Paul Gaus, Basic Inorganic Chemistry, Third Edition, John Wiley, New York, 1995. Douglas, McDaniel, & Alexander Concepts and Models of Inorganic Chemistry 3rd Ed., John Wiley & Sons, Inc., New York, 1994. House, James E.; House Kathleen A. Descriptive Inorganic Chemistry, Harcourt Academic Press, New York, 2001. Huheey, James E.; Keiter, Ellen A.; Keiter, Richard L. 4th Edition Inorganic Chemistry Principles of Structure and Reactivity, Harper Collins College Publishers, New York, 1993. Jolly, William L., Modern Inorganic Chemistry, Second Edition, McGraw Hill, New York, 1991. Jolly, William L., The Synthesis and Characterization of Inorganic Compounds, Waveland Press, Prospect Heights (IL), 1970. Kotz, John C. and Keith F. Purcell, Chemistry and Chemical Reactivity, Second Edition, Saunders, Philadelphia, 1991. Miessler, Gary L. and Donald A. Tar, Inorganic Chemistry, 2nd Edition, Prentice Hall, Englewood Cliffs (NJ), 1999. Purcell, Keith F. and John C. Kotz, An Introduction to Inorganic Chemistry, Saunders, Philadelphia, 1980.

Rayner-Canham Descriptive Inorganic Chemistry, 2nd Ed, Freeman Press, 2000. Shriver, Duward F. and P. W. Atkins, Inorganic Chemistry, 3rd. Ed., W. H. Freeman, New York, 1999. Szafran, Zvi, Ronald M. Pike, and Mono M. Singh, Microscale Inorganic Laboratory, John Wiley, New York, 1991. Wulfsberg, Gary Inorganic Chemistry, University Science Books, Sausalito, CA, 2000.

Annual Reviews and Series Emeleus, H.J. and A.G. Sharpe, ed., Advances in Inorganic Chemistry and Radiochemistry, Academic Press, New York, series beginning in 1959. Lippard, S.J., Progress in Inorganic Chemistry, John Wiley, New York, series beginning in 1959.

Journals

Accounts of Chemical Research Chemical Reviews Chemical and Engineering News Coordination Chemistry Reviews Inorganic Chemistry Inorganica Chimica Acta Journal of the American Chemical Society Journal of Chemical Education Journal of the Chemical Society, Dalton Transactions Journal of Coordination Chemistry Polyhedron (formerly Journal of Inorganic and Nuclear Chemistry)

Syllabus Prepared By: Name Estelle Lebeau Signature:

Bradley Fahlman Signature:

Phil Squattrito Signature:

Date 1/15/03


Course Syllabus CHM 345 Organic Chemistry I 3(3-0) Desig. No. Title (Credit)Mode I. Bulletin Description

Aliphatic and related compounds II. Prerequisites

CHM 132, 161 or advanced placement. III. Rational for Course Level IV. Textbook and Other Materials to be Furnished by the Student

Solomons, T.W.G., "Organic Chemistry," 4th Edition, John Wiley, 1988 or its equivalent; molecular model sets.

V. Special Requirements for the Course


Lecture/discussion format. VII. Course Objectives VIII. Course Outline

IX. Evaluation.

(a) Approximately weekly quizzes, with mid-term and final exam or (b) At least four exams, final exam and weekly quizzes.

X. Bibliography

Syllabus Prepared by: Thomas J. Delia

5/3/89 Date


Course Syllabus CHM 346 Organic Chemistry II 3(3-0) Desig. No. Title (Credit)Mode I. Bulletin Description

Continuation of 345, with emphasis on aromatic, heterocyclic, related compounds and structures.

II. Prerequisites

CHM 345 III. Rational for Course Level IV. Textbook and Other Materials to be Furnished by the Student

W.H. Reusch, "An Introduction to Organic Chemistry." V. Special Requirements for the Course


Lecture/discussion. VII. Course Objectives VIII. Course Outline AROMATIC COMPOUNDS BENZENE NOMENCLATURE REACTIVITY DERIVATIVES AMINES STRUCTURE BASCITY PROPERTIES

SYNTHESIS REACTIONS CARBONYL COMPOUNDS STRUCTURE NOMENCLATURE ADDITION REACTIONS ENOL REACTIONS SYNTHESIS ACIDITY ACID DERIVATIVES ORGANIC SYNTHESIS PLANNING STRATEGIES FUNCTIONAL GROUP MODICATIONS SKELETAL MODIFICATIONS SYNTHESIS PROBLEMS AMINO ACIDS/PEPTIDES STRUCTURE REACTIONS CARBOHYDRATES STRUCTURE REACTIONS IX. Evaluation.

Four one-hour examinations and comprehensive final (ACS) examination. X. Bibliography

1. L.C. Wade, Jr., “Organic Chemistry”, Second Edition, Prentice-Hall, Inc., Englewood Cliffs, NJ, 1991.

2. G.M. Loudon, “Organic Chemistry”, Second Edition, Benjamin/Cummings Publishing Company, Inc., Menlo Park, CA, 1988.

3. A. Streitweiser, Jr. and C.H. Heathcock, “Introduction to Organic Chemistry,” Third Edition, Macmillan Publishing Company, Inc., New York, NY, 1985.

4. J.D. Roberts and M.C. Caserio, “basic Principles of Organic Chemistry,” Second Edition, W.A. Benjamin, Inc., Menlo Park, CA, 1977.

Syllabus Prepared by: Thomas J. Delia

5/5/89 Date


Course Syllabus CHM 349 Introduction to Organic Chemistry Lab 2(0-8) Desig. No. Title (Credit)Mode I. Bulletin Description

Fundamental laboratory techniques in organic chemistry. Methods of separation and purification of organic compounds. Introduction to applications of infrared and nmr spectroscopy. Introduction of synthesis.

II. Prerequisites

CHM 345, corequisite: CHM 346 III. Rational for Course Level

Course is directed at students who have completed at least a full year of chemistry. Most students are either juniors or sophomores who have completed a semester of organic chemistry.

IV. Textbook and Other Materials to be Furnished by the Student

Representative Textbook: C.F. Wilcox, Experimental Organic Chemistry: A Small Scale Approach, Macmillan, 1988. Safety goggles, laboratory notebook.



Some prelaboratory lectures Laboratory experiments



IX. Evaluation.

General Guidelines: Laboratory Notebook (weekly) 40% Midterm and Final 30% Quizzes (weekly) 20% Evaluation of Lab Technique 10%

X. Bibliography

Syllabus Prepared by: Robert E. Kohrman

April 2, 1992 Date


Course Syllabus

CHM 351 Physical Chemistry I 3(3-0) _ Desig. No. Title Credit(Mode) I. Bulletin Description Fundamental principles of chemistry based on a quantitative approach. II. Prerequisites CHM 211, MTH 233 Corequisite: PHY 146 III. Rationale for Course Level Physical Chemistry is a course which has its foundations in calculus, differential equations,

and advanced mathematics; most students are not prepared for the rigor of this class until they have mastered the necessary prerequisites, that is, they are juniors or above. It is also a preparatory class for advanced courses in analytical, inorganic, and, of course, physical chemistry. Many entering graduate students enroll in Physical Chemistry to prepare themselves for beginning graduate classes.

IV. Textbooks and Other Materials to be Furnished by the Student Atkins, P.A., "Physical Chemistry," 5th edition, Freeman Press, 1994; a programmable

scientific calculator. V. Special Requirements for the Course None VI. General Methodology Used in Conducting the Course A lecture format is used. Classes are usually quite small, so student participation is

encouraged. Help sessions are held as the need arises. VII. Course Objectives: Upon completion of this course, the student will be able to: 1. Derive the Equation of State for an Ideal Gas; 2. Show how Avogadro's, Boyle's, Charles's and Dalton's Laws are encompassed

in the Ideal Gas Equation and solve problems involving any and all these;

3. Show how the need for real gas equations of state arose, and derive the van der

Waals equation based on simple conceptual models; using the van der Waals equation, demonstrate how the critical points may be determined, and how the reduced equation of state naturally follows;

4. Define the First Law of Thermodynamics, and apply it to isothermal, isobaric,

isometric, and adiabatic processes, both reversible and irreversible; 5. Explain in detail how Joule's experiment proved that U and H for an ideal gas are

functions of temperature only, and the impact of this work; 6. Define Enthalpy and show how it is related to U, W, and Q for reversible and

irreversible processes; 7. Use enthalpies of formation, combustion, dissociation, sublimation, vaporization,

and fusion to calculate heats of reaction; 8. Derive the Carnot Cycle for an ideal gas operating reversibly between two

temperatures, and show how the efficiency of a heat engine depends on these temperatures;

9. Define the Second Law of Thermodynamics and show how entropy changes may

be calculated for any and all processes, whether they are reversible or irreversible; 10. Use Maxwell reciprocity relationships, calculate entropy changes as functions of T,

V, and P; 11. Prove that entropy is a criterion for spontaneity of a reaction; 12. Define the Third Law of Thermodynamics and show how Tables of Standard

("Absolute") Entropy may be obtained from calorimetric data and Debye's T3 rule; 13. Derive expressions that relate Gibbs and Helmholtz energies to the equilibrium

constant, and how the true thermodynamic equilibrium constant depends only on the temperature;

14. Derive, from fundamental principles, the Clapeyron equation and the Clausius-

Clapeyron equation for one-component systems involving gas-liquid, gas-solid, and liquid-solid equilibrium processes;

15. Derive the Phase Rule of Gibbs, explain each term (i.e., components, phases,

degrees of freedom) and apply them to multicomponent systems;

16. Derive expressions for the behavior of ideal solutions with respect to their colligative properties, i.e., freezing point depression, boiling point elevation, vapor pressure lowering, and osmotic pressure;

17. Understand and interpret given phase diagrams for two and three component

systems, and use the Lever Arm Principle to obtain information about the composition and quantity of two phases in equilibrium;

18. Define Henry's Law and demonstrate its usefulness in practical applications including

SCUBA diving; 19. Calculate activities, activity coefficients, and mean molar quantities; 20. Using the Debye-Huckel equation, calculate equilibrium constants and solubility

products; 21. Write half-reactions for all electrochemical processes occurring, and use this

information, coupled with Standard Potential data, to determine solubility products, equilibrium constants, extent of reaction, and the Electrochemical Series; and

22. Show how all the thermodynamic properties maybe determined from a knowledge

of cell potentials and their temperature dependencies. VIII. Course Outline Week 1 I. Review of Basic Concepts - substance, element, compound, mixture,

atomic weight, atomic number, mole II. Properties of Gases - ideal A. Equation of state 1. Boyles Law - isotherms 2. Charles Law - isobars 3. Ideal Gases B. Thermal expansion and compressibility C. Partial Pressures - Dalton's Law, Raoult's Law D. Barometric formula

Week 2 III. Real Gases A. Compressibility B. Other equations of state 1. Van der Waals a. Series forms of vdw equation 2. Berthelot 3. Dieterice C. Critical Points D. Reduced equation of state IV. Zeroth Law of Thermodynamics Week 3 V. First Law A. Definitions: Reversible, adiabatic, path, function of State, exact

differential, cyclic, work, PV work. B. Maximum and minimum work processes C. Definition of enthalpy 1. Processes involving non PV work D. Definition of Heat Capacity (H from Cp data) E. Joule's experiment (use of total differential) F. Problems 1. Cp - Cv = (P + (∂E/∂V)T) (∂V/∂T)p) 2. Reversible Isothermal work 3. Reversible adiabatic work 4. Irreversible expansions G. Joule Thompson experiment 1. Joule Thompson coefficient Week 4 VI. Heat of reaction A. Law of Hess B. Definitions - standard state, heat of formation, heat of

reaction, endothermic, exothermic, heat of solution C. Heat of reaction at any temperature D. Adiabatic calorimetry 1. Adiabatic flame temperature E. Bond Energy 1. Heats of dissociation 2. Heats of sublimation

Week 5 VII. Carnot Cycle A. Heat engine B. Refrigerator C. Efficiency VIII. Second Law A. Entropy a function of state 1. Reversible process 2. Irreversible process Week 6 IX. Other ways of calculating entropy changes A. Exact differentials B. Cross derivatives and cyclic rules C. S(T,P) and S(T,V) X. Third Law A. Entropy at any temperature B. Debye T3 Rule C. Tables of Standard entropy Week 7 XI. Equilibrium A. Helmholtz free energy B. Gibbs free energy C. Maxwell's Equations D. Chemical potential E. Changes on thermodynamic quantities on mixing F. Equilibrium constant 1. Temperature dependence Week 8 XII. Phase equilibria in simple systems A. One component systems 1. Clapeyron Equation 2. Clauisus Clapeyron equation B. Phase Rule

Week 9 and 10 XIII. Ideal Solutions A. Binary solutions B. Colligative properties 1. Freezing point depression 2. Boiling point elevation 3. Osmotic pressure C. Phase diagrams of binary solutions 1. Lever Rule 2. Fractional distillations 3. Azeotrapes Week 11 XIV. Henry 's Law and solution of Gases Week 12 and 13 XV. Equilibria in Condensed Phases A. Diagrams B. Steam distillation C. Constructing diagrams D. Three component diagrams E. Deviations from ideality F. Solutions with non volatile solute G. Solutions of electrolytes 1. Activity, activity coeff. 2. Mean molar quantities 3. Debye Huckel a. Equilibrium constants b. Solubility products Week 14 and 15 XVI. Electrochemistry A. Half-reactions and electrodes B. Varieties of Cells C. Standard Potentials D. Electrochemical Series

E. Solubility Constants F. Measurement of pH and pK G. Potentiometric Tritrations H. Thermodynamic Functions from Cell Potential Date. IX. Evaluation: Examinations --- 4 each semester. One comprehensive final examination (may

be standardized American Chemical Society examination.) X. Bibliography: Vemulapalli, G.K., "Physical Chemistry," Prentice Hall, 1993. Alberty, R.A., "Physical Chemistry,", Wiley, 7th edition, 1993. Bromberg, J. P., "Physical Chemistry," Allyn and Bacon, 1984 Syllabus Prepared By: Paul D. Cratin_____________________ Name ________________________________ Signature November 30, 1995 _______________ Date


Course Syllabus

CHM 352 Physical Chemistry II 3(3-0) Desig. No. Title (Credit)Mode I. Bulletin Description Continuation of CHM 351. II. Prerequisites CHM 351 III. Rational for Course Level Course usually taken by juniors. Requires experience in chemistry, calculus, and physics. IV. Textbook and Other Materials to be Furnished by the Student A. Atkins, “Physical Chemistry.” B. Calculator V. Special Requirements for the Course None VI. General Methodology Used in Conducting the Course Lecture and discussion. VII. Course Objectives Upon completion of this course the student will 1. Be able to discuss the application of quantum versus Newtonian mechanics. 2. Be able to solve eigenfunction/eigenvalue equations for a few simple systems.

3. Be able to normalize a wave function and determine probabilities and expectation values.

4. Be able to apply the Heisenberg Uncertainty Principle. 5. Be able to use molecular orbital theory to explain chemical bonding of simple

molecules. 6. Be able to apply quantum mechanic energy level expressions to predict rotational

and vibrational spectra of diatomic molecules.

7. Be able to use spectroscopic selection rules. 8. Be able to use the Maxwell-Boltzman distribution to determine the velocity and

speed of gases. 9. Be able to determine collision rates of gases and predict transport properties. 10. Be able to determine the order of a reaction using rate data. 11. Be able to determine the activation energy for a reaction. 12. Be able to predict the rate law from a reaction mechanism. VIII. Course Outline I. The Quantum Mechanics of Atoms and Molecules A. Corpuscles, waves, and the nuclear atom B. Preliminaries to quantum mechanics. C. The postulates of quantum mechanics. Applications to simple systems D. Rotations and vibration of molecules E. Statistical mechanics of diatomic and polyatomic molecules F. The hydrogen atom G. Approximate methods. The helium atom, and selection rules H. Electron spin and more complicated atoms I. Molecules and chemical bonding II. Atoms and Molecules in Condensed States A. The crystalline state B. X-Ray diffraction studies of crystals C. Thermal properties of crystals D. Metals, semiconductors, and insulators E. Electric and magnetic properties of atoms and molecules III. The Statistical Approach A. Introduction to statistical methods B. The Maxwell-Boltzmann Distribution of molecular velocities C. Collisional and transport properties of gases D. Statistical mechanics E. Applications of statistical mechanics IV. The Rates of Chemical Reactions A. Phenomenological rates of chemical reactions B. Reaction mechanisms C. Some theoretical approaches to chemical kinetics D. Photochemistry IX. Evaluation

Weekly home work (10%) 3 or 4 hour exams (66%) Final (24%) X. Bibliography Levine, I. N. Quantum Chemistry. Boston: Allyn and Bacon, 1970. Daudel, R., Lefebvre, R., and Moser, C. Quantum Chemistry, Methods and Applications. New York: Interscience Publishers, 1959. Eyring, H., Walter, J., and Kimball, G. E. Quantum Chemistry. New York: John Wiley

& Sons, 1944. Kauzmann, W., Quantum Chemistry. New York: Academic Press, 1957. Dicke, R. H., and Wittke, J. P. Introduction to Quantum Mechanics. Reading, Mass.:

Addison-Wesley, 1960. Merzbacher, E. Quantum Mechanics. 2nd ed., New York: John Wiley & Sons, 1970. Davydov, A. S. Quantum Mechanics. Translated by D. ter Haar. Oxford: Pergamon

Press, 1965. Messiah, A. Quantum Mechanics. Amsterdam: North-Holland Publishing Co., 1965. Coulson, C. A. Valence. Oxford: Oxford University Press, 1960. Pauling, L. The Nature of the Chemical Bond. 3rd ed. Ithaca: Cornell University Press,

1960. Daudel, R. Electronic Structure of Molecules. Oxford: Pergamon Press, 1966. Schaefer, J. F., III. The Electronic Structure of Atoms and Molecules. Reading, Mass.:

Addison-Wesley Publishing Co., 1972. Murrell, J. N., Kettle, S.F.A., and Tedder, J. M. Valence Theory. 2nd ed, London: John

Wiley, Sons Ltd., 1970. Jorgensen, C. K. Orbitals in Atoms and Molecules. London: Academic Press, 1962. Ballhausen, C. J., and Gray, H. B. Molecular Orbital Theory. New York: W. A. Bejamin,

1965.

Streitwieser, A., Jr. Molecular Orbital Theory for Organic Chemists. New York: John Wiley & Sons, 1961.

Karplus, M., and Porter, R. N. Atoms and Molecules: An Introduction for Students of

Physical Chemistry. New York: W. A. Benjamin, 1970. Slater, J. C. Quantum Theory of Molecules and Solids. New York: McGraw-Hill Book

Co., 1963. Ballhausen, C. J. Introduction to Ligand Field Theory. New York: McGraw-Hill Book

Co., 1962. Colthup, N. B., Daly, L. H., and Wiberly, S. E. Introduction to Infrared and Raman

Spectroscopy. New York: Academic Press, 1975. Gordy, W., and Cook, R. L. Microwave Molecular Spectra. Part 2, vol. 9, Techniques of

Organic Chemistry. Edited by A. Weissberger. New York: Interscience Publishers, 1970.

Wilson, E. B., Jr., Decius, J. C., and Cross, P. C. Molecular Vibrations. New York:

McGraw-Hill Brook Co., 1955. Hill, T. An Introduction to Statistical Thermodynamics. Reading, MA: Addison-Wesley

Publishing Co., 1960. Jordan, P. C. Chemical Kinetics and Transport. New York: Plenum Press, 1979. Syllabus Prepared by: Mary M. J. Tecklenburg __________________________________________ Signature November 30, 1995__________________________ Date


Course Syllabus

CHM 357 Physical Chemistry I 2(0-4) Desig. No. Title (Credit)Mode I. Bulletin Description

Laboratory techniques with advanced data analysis and error propagation in thermochemistry, phase equilibria, kinetics, spectroscopy, surface effects and computational chemistry.

II. Prerequisites Prerequisite: CHM 211 Corequisite: CHM 352 III. Rational for Course Level

This course is to be taken by juniors, seniors, and graduate students concurrent with or following CHM 352.


“Physical Chemistry,” by Rodney Sime, Saunders College Publishing, 1990. Laboratory notebook, safety goggles and scientific calculator.

V. Special Requirements for the Course None VI. General Methodology Used in Conducting the Course Laboratory experiments with formal reports which are graded. VII. Course Objectives Upon completion of this course the student will:

1. Be able to prepare solutions and take measurements using modern scientific equipment and instruments.

2. Be able to analyze experimental data using spreadsheet programs and linear regression, and produce scientific plots.

3. be able to write experiment reports in the style of scientific journals. 4. Be able to discuss experimental results and compare the literature values. 5. Be able to calculate error limits on all results using propagation of error.


IX. Evaluation

Each of the seven laboratory reports will be graded and returned to the student. The grade is entirely based upon the laboratory reports.

X. Bibliography Syllabus Prepared by: Mary Tecklenburg August 26, 1992 Date


Course Syllabus CHM 425 Introductory Biochemistry 3(3-0) Desig. No. Title (Credit)Mode I. Bulletin Description

Structure, function, and metabolism of proteins, carbohydrates, lipids, and nucleic acids. II. Prerequisites

CHM 346 III. Rational for Course Level

This course is for junior or senior level chemistry majors and minors, biology pregraduate/preprofessional majors, and medical technology majors.

IV. Textbook and Other Materials to be Furnished by the Student The comprehensive general biochemistry textbook such as:

“Principles of Biochemistry,” 2nd Ed., by Horton, Moran, Ochs, Rawn, and Scrimgeour, (1996) Prentice Hall.


None VI. General Methodology Used in Conducting the Course Lecture and discussion VII. Course Objectives Upon completion of the course, the student will be able to:

a. Know the structure of the common carbohydrates, amino acid, nucleotides, and lipids.

b. Understand the four levels of protein structure. c. Understand enzyme catalysis, kinetics, inhibition, and regulation. d. Know the structure and function of vitamin coenzymes and metal ion cofactors. e. Know the structure and function of membranes. f. Understand the basic metabolism of carbohydrates, lipids, amino acids, and

nucleotides. g. Understand DNA replication, transcription, and recombination. h. Know the basic techniques of genetic engineering.

IX. Evaluation. Three or four monthly examinations and a comprehensive final examination. Weekly homework assignments. 50% of grade on monthly examinations, 30% on final examinations, and 20% on homework.

Syllabus Prepared by: Calvin D. Tormanen

9/14/98 Date


Course Syllabus

CHM 491 _______ Independent Study__ ______________1-3(Spec) Desig. No. Title (Credit)Mode I. Bulletin Description

Independent study, with laboratory or library thesis. Adviser should be selected during the junior year.

II. Prerequisites None. III. Rationale for Course Level

The course provides an opportunity for junior or senior chemistry major to carry out necessary project.


To be selected jointly by student and supervisor; should include original literature sources. Laboratory notebook; safety eyewear; other safety equipment as required.

V. Special Requirements for the Course None. VI. General Methodology Used in Conducting the Course

Hands-on introduction to the techniques of research under the direct supervision of a faculty member.

VII. Course Objectives After completing this course, the student will be able to:

1. Describe the nature of the research problem, previous work relevant thereto, with literature sources consulted, the approach that was taken, and the methodology used.

2. Describe the experimental results, with data, and discuss whether and how these contribute to solution of the problem.

3. Present the results lucidly both in writing and before a professional audience.

VIII. Course Outline See attached forms. IX. Evaluation

Based upon student’s performance and quality of the written report. Attendance at departmental seminar program is required.

X. Bibliography Not specified; see Textbooks, etc. Syllabus Prepared by: John P. Lorand_____________________________ Name __________________________________________ Signature February 9, 1996____________________________ Date


Course Syllabus

CHM/PHY 505 Teaching Chemistry and Physics in Secondary Schools 3 (3-0) Sp I. Bulletin Description:

Course surveys materials and methods for teaching secondary chemistry/physics. For students on teaching curricula, the course must be completed prior to student teaching.

II. Prerequisites:

Junior standing; CHM 132 or 161 and PHY 131 or 146 or equivalent. [Identical to PHY 505. Credit may not be earned in more than one of these courses.]

III. Rationale for Course Level (Not a new course or level change.) IV. Textbooks and Other Materials To Be Furnished by the Student

No text required. IMC (Instructional Materials Center), SMTC (Science, Math and Technology Center) and library materials used extensively. A course pack is sometimes required. Strongly recommended: a text on writing student centered learning objectives, such as Robert F. Mager's, "Preparing Instructional Objectives", 3rd ed., David S. Lake Publishing Co., 1984; and Michigan Essential Goals and Objectives for Science Education (K-12), Michigan State Board of Education, 1991.


A notebook or file of lesson plans and resources for the main units will be compiled. Presentations and demonstrations are required. The student is expected to evaluate materials including texts, manuals and audio visual resources.


Students will research, plan, and present teaching lessons. Lecture and discussion will evaluate materials and methods. Safety, the laboratory and assessment of students will be considered. CHM/PHY 505 follows the CMU CLEAR model for professional education, as indicated in A, B, and C below:

A. This course is Concept and knowledge driven, with its focus on CHM/PHY 505 student mastery of the following:

1. Basic chemistry/physics and physical science concepts. [Standardized

chemistry and physics exams are required at the beginning and the end of the course. Also, there is a final oral exam presentation on the chemistry or physics related objectives in the 1991 Michigan Essential Goals and Objectives for Science Education (K-12).]

2. Writing student-centered learning objectives, and designing instruction

and assessment based on these objectives. 3. Development of several typed lesson and unit plans for successful

chemistry/physics instruction, including one student-tested lab, and one lecture demonstration.

4. Oral presentation of two or more 10-20 minute chemistry/physics lessons,

including one student-tested lab. 5. Critiquing and comparing several typical high school chemistry/physics

texts. 6. One or more models and related techniques used to assess and respond to

various student learning styles. 7. Safe use and storage of chemicals, glassware, electrical equipment, and

other supplies used in high school physical science, chemistry and physics settings.

8. Effective positive as well as critical written feedback to peers during oral

presentations.

B. This course is also LEArner centered, as evidenced by the following: 1. 20% or more of the course grade is based on student completion of 1 or 2

projects selected by the student. (See sample project list from Spring 1995 Course pack, attached.)

2. 30% or more of the course grade is based on student oral and written

presentations on chemistry/physics topics chosen by the student. 3. CHM/PHY 505 students uncover their own learning styles during the

presentation of methods of assessing high school student learning styles. C. This course also promotes Reflective practice that is Relevant in diverse

settings and roles, as shown by

1. Requiring students to revise their lesson plans based on what they

learn from presenting their 10-20 minute high school lessons to the 505 class.

2. Requiring students to watch and critique a videotape of at least two

of their in-class oral presentations. 3. Encouraging students to incorporate their insights from the

learning style model and related teaching techniques presented early in the course, into their oral presentations later in the course.

4. Providing two or more guest speakers, teachers of physics,

chemistry or physical science (grades 7-12) from diverse school settings, to share and discuss their science teaching experiences with these preservice teachers in CHM/PHY 505.

5. Providing direct experience with the new interdisciplinary State of

Michigan Science Assessment Test questions for grades K-12 (successor to MEAP).


STUDENT CENTERED LEARNING OBJECTIVES FOR CHM/PHY 505

As a result of completing this course, the student will be able to A. Construct and teach viable lessons in high school chemistry/physics. B. Construct and teach viable laboratories in high school chemistry/physics. C. Organize and manage normal classroom activities in high school

chemistry/physics. D. Work effectively within the ever changing State of Michigan Science Curriculum,

including the Science Assessment Test (successor to MEAP). E. Continually discover and use his/her strengths as a high school chemistry/physics

and physical science teacher. F. Continually acknowledge and remediate his/her weaknesses as a high school

chemistry/physics and physical science teacher. G. Empower his/her high school students to discover and use their (i.e., the high

school students') strengths in learning high school chemistry/physics and physical science.

H. Empower his/her high school students to acknowledge and remediate their (i.e.,

the high school students') weaknesses in learning high school chemistry/physics and physical science.

INSTRUCTOR OBJECTIVES FOR CHM/PHY 505

To acquaint the prospective secondary teacher with the fundamental concepts needed in a high school course in chemistry/physics; to introduce materials useful in teaching chemistry or physics; to develop plans for instruction; to give directions for the successful performance of demonstrations and presentations and the use of the laboratory for instruction.

VIII. Course Outline Note: During the course the following topics will be covered, but not necessarily in the order

indicated below. A sample course calendar (Spring 1995) is attached. I. Purpose, concepts and objectives of a high school chemistry/physics (1 week)

A. Curriculum and goals B. Major concepts in a secondary course C. Instructional objectives

1. Behavioral objectives 2 Student-centered learning objectives

II. Planning for chemistry/physics instruction (2 weeks)

A. Long term planning 1. Course outline or yearly plan

B. Unit plans C. Weekly plans D. Daily plans E. Choosing a text

1. Evaluation of texts, workbooks and manuals 2. Textbook publishing companies

III. The Laboratory (3 weeks) A. Functions of the laboratory B. Safety C. Equipment and equipment companies D. Experiments and activities E. Organization, purchase and maintenance of equipment F. Written and oral prelab presentations by 505 students

IV. Methods of classroom teaching (4 weeks)

A. Lecture and class discussion, recitation B. Demonstrations

C. Questioning techniques D. Audio visual and other instructional media E. Activities F. Cooperative learning G. Student learning styles H. Computer assisted instruction (CAI) I. Written and oral classroom lesson presentations by 505 students

V. Choosing audio visual materials (1 week) A. Films and video tapes B. Filmstrips and slides C. Overhead projector transparencies D. Videodiscs E. Blackboard

VI. Professional growth (0.5 week)

A. Organizations and professional associations 1. Local, state and national

B. Workshops and conferences C. Additional classes and advanced degree work D. Other

VII. Journals and periodicals (0.5 week) A. Professional societies B. General

VIII. Assessment of student learning (1 week) A. Test

1. Types of testing 2. Test item construction 3. Item analysis

IX. Alternate laboratory experiences (0.5 week) A. Projects

X. Facilities (0.5 week) A. Planning a classroom B. Setting up a laboratory with stockroom

XI. Resources and references (1 week) A. Books B. People C. Other

IX. Evaluation

The student's grade will be determined on the basis of written assignments (20-30%), oral lesson presentations (25-35%), written and oral project reports (20-30%), and two major examinations (15-20%).

X. Bibliography A. General Bibliography

Chemical Rubber Company, Handbook of Chemistry and Physics, 1995 Farmer, Walter A., Farrell, Margaret A., Systematic Instruction in Science for the Middle and High School Years, Addison Wesley Publishing Co. 1980 Glasson, G. E., and Lalik, R.V., "Reinterpreting the learning cycle from a social constructivist perspective: A quantitative study of teachers' beliefs and practices", Journal of Research in Science Teaching, 30(2): 325-342, 1993. Hittle, David R., Stekel, Frank D., Stekel, Shirley L., Anderson, Hans, Sourcebook for Chemistry and Physics, Macmillan Publishing Company, 1973 Johnson, David W., Johnson, Roger T., Smith, Karl A., Cooperative Learning, ASHE-ERIC Higher Education Report No. 4, 1991 Johnson, David W., Circles of Learning: Cooperation in the Classroom, Association for Supervision and Curriculum Development, 1984 Joseph, Alexander, Brandwein, Paul F., Morholt, Evelyn, Pollack, Harve Castka, Joseph F., A Sourcebook for the Physical Sciences, Harcourt Brace, 1961 Kahle, Jane Butler, Teaching Science in the Secondary School, D. Van Nostrand, 1979 Mager, Robert F., Preparing Instructional Objectives, 3rd ed., David S. Lake Pub., 1984 Michigan Essential Goals and Objectives for Science Education (K-12), Michigan State Board of Education, 1991 Nedelsky, Leo, Science Teaching and Testing, Harcourt, Brace and World, 1965 Reif, F., "Instructional design, cognition, and technology: Applications to the teaching of scientific concepts", Journal of Research in Science Teaching. 24(4): 309-324, 1987. Romey, William D., Inquiry Techniques for Teaching Science, Prentice-Hall, Inc., 1968 Roth, W.M., "In the name of constructivism? Science education research and the construction of local knowledge", Journal of Research in Science Teaching. 30(7): 799-803, 1993. Simpson, Ronald D., Anderson, Norman D., Science' Students and Schools, John Wiley and Sons, New York, 1981

Sund, Robert B., Trowbridge, Leslie W., Teaching Science by Inquiry in the Secondary School, Charles E. Merrill Books Inc., 1967 Thurber, Walter A., Collette, Alfred T., Teaching Science in Today's Secondary Schools, Allyn and Bacon, 1968 Trowbridge, Leslie W., Bybee, Rodger W., Sund, Robert B., Becoming a Secondary School Science Teacher, Third Edition, Charles E. Merrill Publishing Company, 1981 Washton, Nathan, Teaching Science Creatively in the Secondary Schools, W.B. Saunders Company, 1967

B. Chemistry Bibliography:

Adler, Isidore and Ben-Zvi, Nava, Directors, The World of Chemistry Videos (1-26. 30 minutes each), The Annenberg/CPB Project, 1990. Brown, Theodore L., LeMay, H. Eugene Jr., Chemistry, The Central Science, 6th ed., Prentice-Hall, 1994 Gabel, Dorothy, Project Director, SourceView (Video) Tapes 1&2. and SourceView User's Guide, The Chem Source Project, American Chemical Society, 1992 Gilbert, George L.; Dreisbach, Dale; Dutton, Frederic B., and Alyea, Hubert N., Tested Demonstrations in Chemistry and Selected Demonstrations, Journal of Chemical Education, 1994 Orna, Mary Virginia; Schreck, James O. and Heikkinen, Henry, editors, SourceBook. Version 2.0, ChemSource, Inc., American Chemical Society, 1994. Shugar, Gershon; Dean, John A. and Shugar, Ronald A., Chemical Technicians Ready Reference Handbook, McGraw-Hill Book Company, 1990 Steere, Norman V., Handbook of Laboratory Safety, Chemical Rubber Company, 1971 Summerlin, Lee R. and Ealy, James L., Chemical Demonstrations: A Sourcebook for Teachers, American Chemical Society, 1985.

C. High School Chemistry Textbooks: American Chemical Society, Chemistry in the Community, 2nd Edition, Kendall Hunt Publishing Co., 1993. Brady, J., General Chemistry: Principles and Structure, 5th Edition, John Wiley and Sons, 1990.

Brady and Holum, Fundamentals of Chemistry, 3rd Edition, John Wiley & Sons, 1988. Brown, Lemay, Bursten, Chemistry - The Central Science, 5th Edition, Prentice Hall, 1991 Dorin, Demmin and Gabel, Chemistry -- The Study of Matter, 4th Edition, Prentice Hall, 1992. Dorin, Chemistry -- The Study of Matter, 2nd Edition, Allyn & Bacon, 1987. Herron, Frank, Sarquis, Sarquis, Schrader, Kukla, Chemistry, 1st Edition, D.C. Heath Publishers, 1993. Holtzclaw, Robinson and Odom, General Chemistry, 9th Edition, D.C. Heath Publishers, 1991 Miller and Lygre, Chemistry: A Contemporary Approach, 3rd Edition, Wadsworth Publishing, Co., 1991.

Oberkreiser, Concepts in Modern Chemistry, 2nd Edition, Globe Book Company, 1987.

Smoot, Smith, Price, Chemistry: A Modern Course, 2nd Edition, Merrill Publishing Company, 1990. Stone, et. al, Spice (Structured Pacing in Chemistry Education), Kendall Hunt, 1987.

Wilbraham, Staley, Simpson, Matta, Chemistry, Addison-Wesley, 1993.

D. Physics Bibliography:

Beiser, Arthur, Concepts of Modern Physics,4th ed., McGraw Hill Book Co., 1987 Bolton, W., Physics Experiments and Projects, Pergamon Press, 1968 Halliday, David; Resnick, Robert, and Walker, Jearl, Fundamental Physics, 4th ed., John Wiley and Sons, Inc., 1993 Hestenes, D., "Toward a modeling theory of physics instruction", American Journal of Physics, 55(5): 440-454, 1987. Hewitt, Paul G, Conceptual Physics, Third Edition, Little, Brown and Company, 1977 Hilton, Wallace A., Physics Demonstrations at William Jewell College, Liberty, MO, 1971

Kutliroff, David, Physics Teacher's Guide; Effective Classroom Demonstrations and Activities, Parker Publishing Company, 1970 Kutliroff, David, 101 Classroom Demonstrations and Experiments for Teaching Physics, Parker Publishing Company, Inc., 1975 Meiners, Harry F., Physics Demonstration Experiments. Vol. I & II, The Ronald Press, 1970 Renner, J.W., "Significant physics content and intellectual development--cognitive development as a result of interacting with physics content", American Journal of Physics. 44(3): 218-222, 1976. Renner, J.W., Abraham, M.R., and Birnie, H.H., "The necessity of each phase of the learning cycle in teaching high-school physics", Journal of Research in Science Teaching, 25(1): 39-58, 1988. Sears, Francis W. and Zemansky, Mark W., College Physics, Addison-Wesley Publishing Co., 1957

E. High School Physics Textbooks

Blatt, Principles of Physics, 3rd Edition, Allyn and Bacon, 1989. Haber-Schaim, Dodge, Gardner and Shore, PSSC Physics, 7th Edition, Kendall Hunt Publishing Company, 1991 Long, The Physics Around You, Wadsworth, 1988 Hewitt, Conceptual Physics: The High School Physics Program, 2nd Edition, Addison-Wesley, 1992 Martindale, Heath, Konrad, McNaughton, Carle, Heath Physics, 1st Edition, D.C. Heath Publishing Co., 1992 Taffel, Physics: Its Methods and Meanings, 6th ed, Prentice-Hall, 1992 Wilson, J.D., Practical Physics, CBS College Publishers; Saunders College Publisher, Holt, Rinehart and Winston Publisher; Dryden Press Zitzewitz and Murphy, Physics: Principles & Problems, Merrill Publishers, 1990

F. Periodicals

Chemical and Engineering News ( American Chemical Society) Chem 13 (University of Waterloo, Waterloo, Ontario, Canada) Chemistry (American Chemical Society) Chem Matters (American Chemical Society)

Journal of Chemical Education (Chemical Education Publishing Co.) Physics Today, (American Institute of Physics) Science News Science Science Digest Scientific American The Physics Teacher (American Association of Physics Teachers) The Science Teacher (National Science Teachers Association) American Journal of Physics (American Institute of Physics)

Syllabus Prepared By: Marcia F. Bailey, Chemistry Name Signature November 29, 1995 Date


CHM/PHY 507 Course Syllabus CHM/PHY 507 Field Experience in Teaching Chemistry/Physics 1 (Spec) Sp I. Bulletin Description:

Supervised experience in high school chemistry and/or physics classes. Experience will include observation, participation in instruction, and critical analysis of the experience. CR/NC only.

II. Prerequisites:

Corequisite: CHM/PHY 505 or equivalent. [Identical to PHY 507. Credit may not be earned in more than one of these courses.]

III. Rationale for Course Level (Not a new course or level change.) IV. Textbooks and Other Materials To Be Furnished by the Student

No text required. IMC (Instructional Materials Center), SMTC (Science, Math and Technology Center) and library materials used extensively.


The student must be available for two consecutive days per week for a 3 to 4-hour time block during public school hours, in order to travel up to one hour each way, and to be present for the same two hours each day of chemistry or physics classes. (The student must be at the school for at least 30 hours during weeks 3-12 of the semester.) The student must have a means to travel to and from the school.


The course will be one semester in length and generally taken concurrently with the methods course CHM/PHY 505. There will be four on-campus sessions of one hour each. The first session will be an orientation to the course while the remaining three sessions will be discussion to share experiences and critique activities. Each student will be assigned to a high school chemistry and/or physics teacher for a period of about twelve weeks. The student will be expected to be at the school for at least 30 hours during the twelve weeks. The exact schedule will be determined in consultation with the high school teacher, the student teaching office making the school assignment, and the instructor for the course but the duration must be at least six weeks. While at the school, the student will attend and observe classes, assist the teacher in preparing demonstrations and laboratory exercises, assist the teacher with some grading and testing, attend teacher meetings and conferences as appropriate, and provide some instruction to a class of small

group. The student will keep a log of daily activities and include in the log questions and observations to be discussed at the seminar sessions. The course instructor will periodically visit the school to observe the student in the field setting. CHM/PHY 507 follows the CMU CLEAR model for professional education in two ways. First, it is taken concurrently with CHM/PHY 505, and is intended in part to provide an application of most of the topics and experiences of CHM/PHY 505. Since CHM/PHY 505 follows the CLEAR model, so does its application in CHM/PHY 507. (Refer to the CHM/PHY 505 9/12/95 syllabus for a description of how the CLEAR model is followed in CHM/PHY 505.) Second, the CHM/PHY 507 course follows the CMU CLEAR model, as indicated in A, B, and C below:

A. This course is Concept and knowledge driven, with its focus on CHM/PHY 507

student mastery of the following:

1. Functioning effectively as a student assistant in a high school chemistry/physics teacher's classroom.

2. Assisting in preparing demonstrations and laboratory exercises. 3. Assisting in answering student questions. 4. Assisting in grading and testing. 5. Effective participation in teacher meetings and conferences.

B. This course is also LEArner centered, as evidenced by the following:

1. The student keeps a log of daily activities, and formulates questions and

observations of particular interest to him/her for discussion at seminar sessions.

2. The student, in consultation with his/her cooperating teacher and course

instructor, has some choice as to what focus s/he wants to bring to his/her mid-tier school experiences.

C. This course also promotes Reflective practice that is Relevant in diverse settings

and roles, as shown by

1. Encouraging students to keep a reflective, daily log of their mid-tier activities.

2. Encouraging students to discuss with their cooperating teachers and course instructor the effectiveness of their work in the classroom, and how they could improve.

3. Encouraging students to become aware of the different learning styles of

their high school students, as presented in CHM/PHY 505. VII. Course Objectives

STUDENT CENTERED LEARNING OBJECTIVES FOR CHM/PHY 507 As a result of completing this course, the student will be able to: A. Construct and teach viable lessons in high school chemistry/physics. B. Construct and teach viable laboratories in high school chemistry/physics. C. Organize and manage normal classroom activities in high school

chemistry/physics. D. Work effectively within the ever changing State of Michigan Science

Curriculum, including the Science Assessment Test (successor to MEAP). E. Continually discover and use his/her strengths as a high school chemistry/physics

and physical science teacher. F. Continually acknowledge and remediate his/her weaknesses as a high school

chemistry/physics and physical science teacher. G. Empower his/her high school students to discover and use their (i.e., the high

school students') strengths in learning high school chemistry/physics and physical science.

H. Empower his/her high school students to acknowledge and remediate their (i.e.,

the high school students') weaknesses in learning high school chemistry/physics and physical science.

I. Work effectively with their cooperating teacher in this mid-tier experience. J. Show confidence in their interactions with high school chemistry/physics/physical

science students in the classroom.

INSTRUCTOR OBJECTIVES FOR CHM/PHY 507

1. To provide a pre-student teaching experience of 30-50 contact hours in a secondary school chemistry and/or physics classroom.

2. To show what portion of the subject matter of the field is presented in a secondary

school setting and at what level. 3. To demonstrate how the topics discussed in the associated course CHM/PHY 505

are applied. VIII. Course Outline

A representative course schedule for a typical student might be: Week 1 Orientation to course (1 hour) At CMU Week 2 Visit assigned school: contact the teacher with At high school

whom student will work, tour facilities and note available equipment and supplies.

Week 3-12 Participate in high school instruction At high school (at least 30 hours)

Example: 2 hours a day twice a week for 10 weeks = 40 hours with breakdown of

Week 3-5 Observation of classes Week 6 Preparation of a classroom demonstration Week 7 Participation in marking period grade determinations Week 8 Parent-teacher conferences Week 9-12 Instruction of 1aboMtory activities Weeks 6, 11, 15 Discussion (1 hour each) At CMU IX. Evaluation

This course can be taken for C/NC only. A passing grade will require a minimum of 30 hours of effective assisting in the high school classroom, as determined jointly by the cooperating teacher and course instructor (60% of grade). In addition, regular submission of a written running log (10%), active participation in the four on-campus seminars (20%), and a detailed final written summary of learnings in the course (10%), or the equivalent, will be required.

X. Bibliography A. General Bibliography

Chemical Rubber Company, Handbook of Chemistry and Physics, 1995 Farmer, Walter A., Farrell, Margaret A., Systematic Instruction in Science for the Middle and High School Years, Addison Wesley Publishing Co. 1980

Glasson, G. E., and Lalik, R.V., "Reinterpreting the learning cycle from a social constructivist perspective: A quantitative study of teachers' beliefs and practices", Journal of Research in Science Teaching, 30(2): 325-342, 1993. Hittle, David R., Stekel, Frank D., Stekel, Shirley L., Anderson, Hans Sourcebook for Chemistry and Physics, Macmillan Publishing Company, 1973 Hunter, Madeline, Mastery Teaching, TIP Publications, 1982. Johnson, David W., Johnson, Roger T., Smith, Karl A., Cooperative Learning, ASHE-ERIC Higher Education Report No. 4, 1991 Johnson, David W., Circles of Learning: Cooperation in the Classroom, Association for Supervision and Curriculum Development, 1984 Joseph, Alexander, Brandwein, Paul F., Morholt, Evelyn, Pollack, Harve Castka, Joseph F., A Sourcebook for the Physical Sciences, Harcourt Brace, 1961 Kahle, Jane Butler, Teaching Science in the Secondary School, D. Van Nostrand, 1979 Mager, Robert F., Preparing Instructional Objectives, 3rd ed., David S. Lake Pub., 1984 Michigan Essential Goals and Objectives for Science Education (K-12), Michigan State Board of Education, 1991 Nedelsky, Leo, Science Teaching and Testing, Harcourt, Brace and World, 1965 Reif, F., "Instructional design, cognition, and technology: Applications to the teaching of scientific concepts", Journal of Research in Science Teaching. 24(4): 309-324, 1987. Romey, William D., Inquiry Techniques for Teaching Science, Prentice-Hall, Inc., 1968 Roth, W.M., "In the name of constructivism? Science education research and the construction of local knowledge", Journal of Research in Science Teaching 30(7): 799-803, 1993. Simpson, Ronald D., Anderson, Norman D., Science, Students and Schools, John Wiley and Sons, New York, 1981 Sund, Robert B., Trowbridge, Leslie W., Teaching Science by Inquiry in the Secondary School, Charles E. Merrill Books Inc., 1967 Thurber, Walter A., Collette, Alfred T., Teaching Science in Today's Secondary Schools, Allyn and Bacon, 1968

Trowbridge, Leslie W., Bybee, Rodger W., Sund, Robert B., Becoming a Secondary School Science Teacher, Third Edition, Charles E. Merrill Publishing Company, 1981 Washton, Nathan, Teaching Science Creatively in the Secondary Schools, W.B. Saunders Company, 1967 B. Chemistry Bibliography: Adler, Isidore and Ben-Zvi, Nava, Directors, The World of Chemistry Videos (1-26. 30 minutes each), The Annenberg/CPB Project, 1990. Brown, Theodore L., LeMay, H. Eugene Jr., Chemistry, The Central Science, 6th ed., Prentice-Hall, 1994. Gabel, Dorothy, Project Director, SourceView (Video) Tapes 1&2. and SourceView User's Guide, The Chem Source Project, American Chemical Society, 1992. Gilbert, George L.; Dreisbach, Dale; Dutton, Frederic B., and Alyea, Hubert N., Tested Demonstrations in Chemistry and Selected Demonstrations, Journal of Chemical Education, 1994. Orna, Mary Virginia; Schreck, James O. and Heikkinen, Henry, editors, SourceBook. Version 2.0, ChemSource, Inc., American Chemical Society, 1994. Shugar, Gershon; Dean, John A. and Shugar, Ronald A., Chemical Technicians Ready Reference Handbook, McGraw-Hill Book Company, 1990. Steere, Norman V., Handbook of Laboratory Safety, Chemical Rubber Company, 1971. Summerlin, Lee R. and Ealy, James L., Chemical Demonstrations: A Sourcebook for Teachers, American Chemical Society, 1985. C. High School Chemistry Textbooks: American Chemical Society, Chemistry in the Community, 2nd Edition, Kendall Hunt Publishing Co., 1993. Brady, J., General Chemistry: Principles and Structure, 5th Edition, John Wiley and Sons, 1990. Brady and Holum, Fundamentals of Chemistry, 3rd Edition, John Wiley & Sons, 1988. Brown, LeMay, Bursten, Chemistry - The Central Science. 5th Edition, Prentice Hall, 1991.

Dorin, Demmin and Gabel, Chemistry -- The Study of Matter, 4th Edition, Prentice Hall, 1992. Dorin, Chemistry -- The Study of Matter, 2nd Edition, Allyn & Bacon, 1987. Herron, Frank, Sarquis, Sarquis, Schrader, Kukla, Chemistry, 1st Edition, D.C. Heath Publishers, 1993. Holtzclaw, Robinson and Odom, General Chemistry, 9th Edition, D.C. Heath Publishers, 1991. Miller and Lygre, Chemistry: A Contemporary Approach, 3rd Edition, Wadsworth Publishing Company, 1991. Oberkreiser, Concepts in Modern Chemistry, 2nd Edition, Globe Book Company, 1987. Smoot, Smith, Price, Chemistry: A Modern Course, 2nd Edition, Merrill Publishing Company, 1990. Stone, et. al, Spice (Structured Pacing in Chemistry Education) Hunt, 1987 Wilbraham, Staley, Simpson, Matta, Chemistry, Addison-Wesley, 1993. Zumdahl, Steven S., Introductory Chemistry, Second Edition, D.C. Heath, 1993. D. Physics Bibliography: Beiser, Arthur, Concepts of Modern Physics, 4th ed., McGraw Hill Book Co., 1987 Bolton, W. Physics Experiments and Projects, Pergamon Press, 1968. Halliday, David; Resnick, Robert, and Walker, Jearl, Fundamental Physics, 4th ed., John Wiley and Sons, Inc., 1993. Hestenes, D., "Toward a modeling theory of physics instruction", American Journal of Physics, 55(5): 440-454, 1987. Hewitt, Paul G, Conceptual Physics, Third Edition, Little, Brown and Company, 1977. Hilton, Wallace A., Physics Demonstrations at William Jewell College, Liberty, MO, 1971. Kutliroff, David, Physics Teacher's Guide: Effective Classroom Demonstrations and Activities, Parker Publishing Company, 1970. Kutliroff, David, 101 Classroom Demonstrations and Experiments for Teaching Physics, Parker Publishing Company, Inc., 1975.

Meiners, Harry F., Physics Demonstration Experiments. Vol. I & II, The Ronald Press, 1970 Renner, J.W., "Significant physics content and intellectual development--cognitive development as a result of interacting with physics content", American Journal of Physic, 44(3): 218-222, 1976. Renner, J.W., Abraham, M.R., and Birnie, H.H., "The necessity of each phase of the learning cycle in teaching high-school physics", Journal of Research in Science Teaching, 25(1): 39-58, 1988. Sears, Francis W. and Zemansky, Mark W., College Physics, Addison-Wesley Publishing Co., 1957 E. High School Physics Textbooks Blatt, Principles of Physics, 3rd Edition, Allyn and Bacon, 1989. Haber-Schaim, Dodge, Gardner and Shore, PSSC Physics, 7th Edition, Kendall Hunt Publishing Company, 1991. Long, The Physics Around You, Wadsworth, 1988 Hewitt, Conceptual Physics: The High School Physics Program, 2nd Edition, Addison-Wesley, 1992. Martindale, Heath, Konrad, McNaughton, Carle, Heath Physics, 1st Edition, D.C. Heath Publishing Co., 1992. Taffel, Physics: Its Methods and Meanings, 6th ed, Prentice-Hall, 1992. Wilson, J.D., Practical Physics, CBS College Publishers; Saunders College Publisher, Holt, Rinehart and Winston Publisher; Dryden Press. Zitzewitz and Murphy, Physics: Principles & Problems, Merrill Publishers, 1990 F. Periodicals Chemical and Engineering News ( American Chemical Society) Chem 13 (University of Waterloo, Waterloo, Ontario, Canada) Chemistry (American Chemical Society) Chem Matters (American Chemical Society) Journal of Chemical Education (Chemical Education Publishing Co.) Journal of Research in Science Teaching (National Association for Research in Science

Teaching) Physics Today (American Institute of Physics) School Science and Mathematics (School Science and Mathematics Association) Science Books and Films (American Association for the Advancement of Science) Science News

Science Science Digest Scientific American The Physics Teacher (American Association of Physics Teachers) The Science Teacher (National Science Teachers Association) American Journal of Physics (American Institute of Physics) Syllabus Prepared By: Marcia F. Bailey, Chemistry November 30, 1995

Date

CHM 521 CHM 522

Documents

Central Michigan University College of Arts and Sciences ... Program... · Central Michigan University College of Arts and Sciences ... R., “Chemistry”, 7th Edition, McGraw-Hill