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CHE 122
I. TITLE: General College Chemistry
II. CATALOG DESCRIPTION: A continuation of CHE 121 emphasizing thermochemistry, solution chemistry, oxidation-reduction reactions, chemical kinetics, chemical equilibrium, acid-base chemistry, thermodynamics, electrochemistry, and other selected topics. Three lectures, two hours of laboratory, and two hours of recitation per week. Prerequisite: CHE 121.
III. PURPOSE: Chemistry is the science and study of the behavior of matter and how it interacts with other matter. This course will continue the efforts of CHE 121 to introduce the chemistry-aware student to the fundamental subject matter in chemistry and applications thereof. The course will present that material in a manner to permit the student to continue his/her study of chemistry if desired or mandated by the student's curriculum.
Emphasis will be placed on logical thinking, on critical thinking, on actual learning (rather than rote memorization), and on general problem-solving skills (with emphasis on mathematical and essay-type problems in the subject matter), as they are applicable to chemistry and to other physical, life, and social sciences and to related subjects.
IV. COURSE OBJECTIVES:
A. To direct the student in further application of the fundamental
concepts and tools used in a formal study of chemistry (familiarity and
understanding levels of learning) to the remaining areas of general chemistry.
These area may include but not be limited to: properties of solutions,
solids, and liquids; reaction rates; equilibrium; thermodynamics; electrochemistry;
inorganic reactivity; organic chemistry; biochemistry; polymer and materials
chemistry; chemistry of the environment.
B. To emphasize current-event perspectives, e.g., in polymer production and nature, materials chemistry, applications of equilibrium and thermodynamics to industry, and modern electrochemical cells (application and synthesis levels of learning).
C. To emphasize chemistry of the environment, e.g., atmospheric chemistry and the ozone layer, acid rain, heavy-metal pollution and solubility (familiarity and application levels of learning).
D. To encourage logical thinking and overview thinking using case study problem solving exercises ("Chemical Mystery" exercises)
E. To refine the student's general problem-solving abilities, both essay and algebraic.
V. CONTENT OUTLINE: (tentative)
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VI. INSTRUCTIONAL ACTIVITIES: Activities will include lecture, recitation, and laboratory. Lecture time may include any/all of the following: lecture; multimedia presentations; problem-solving presentations; homework review; prelaboratory assistance; administration of quizzes, etc. The recitation period may be used for any/all of the following: homework review; interactive problem-solving sessions; lecture; laboratory demonstrations; prelab direction, administration of examinations, writing/essay exercises (i.e., writing across the curriculum), etc.
A written laboratory report is prepared for each experiment. A prelab exercise that includes essay and calculation questions is included with each experiment.
VII. FIELD AND CLINICAL EXPERIENCES: Not applicable
VIII. RESOURCES: You must have: (1) the textbook; (2) a new laboratory manual; (3) a new approved laboratory notebook (see the Notebook Guidelines in your CHE 121 lab manual for details); (4) a scientific calculator; (5) approved eye protection (e.g., splash goggles). You must bring textbook and calculator to each lecture and recitation. You must bring lab manual, lab notebook, and eye protection to each lab session.
IX. GRADING PROCEDURES: Tentatively, grades will be based
on 1000 points
Examinations and Quizzes 600 points
A = 900-1000 points
Final Examination
200
B = 800-899
Laboratory:
200
C = 700-799
D = 600-699
X. ATTENDANCE POLICY:
Students are expected to attend those courses for which they are registered.
There is a correlation between attention to attendance and good grades.
You are responsible for any and all material covered, assignments made
or to be turned in, announcements, etc. during any class/lab meeting.
An excused absence does not excuse you from this responsibility.
XI. ACADEMIC HONESTY POLICY: The policy outlined in the current Undergraduate Bulletin will be followed. Academic dishonesty in this course can result in failure and/or your being expelled from the university.
XII. TEXT AND REFERENCES: Chemistry, 6th edition, Chang
Techniques and Experiments in General Chemistry, McCreary
A useful reference is the CRC Handbook of Chemistry and Physics.
Any edition of the last twenty years will provide a host of valuable information.
XIII. PREREQUISITES: Successful completion of a year of
high school chemistry with laboratory is highly recommended but not required.
SUPPORTING DISCUSSION FOR THE CHEMISTRY SECTOR OF THE UNIVERSITY STUDIES PROGRAM
The courses submitted by the Department of Chemistry for approval in
the University Studies program are: CHE 199, 105, 106, 121, and 122.
The most important aspect of these courses is that within the three subprograms
represented (CHE 199, 105/106, and 121/122) the content, subject matter,
and general direction is the same for each subprogram. Each course
is part of an introduction to chemistry; each course includes the following
chemical topics (subject to minor variations from year to year, because
of textbook changes and advances in the field):
| Nature of the study of chemistry
The metric system Exponential notation Significant figure convention The scientific method The mole concept States of matter Physical properties Chemical properties Physical laws and their nature Names and formulas of elements and chemical compounds Chemical equations Stoichiometry and mass relationships Solution concentration and molarity Thermochemistry Energy and chemistry Nuclear chemistry |
Atomic theory
Chemical bonds Nature of the gas state Nature of the liquid state Nature of the solid state Phase changes Chemical equilibrium Oxidation and reduction Electrochemistry Polymers Organic chemistry Hydrocarbon chemistry Aromaticity Acid-base theory Indicators Pollution Environmental chemistry Chemistry and society |
and many other topics in common as well. The principal differences among these courses lie in:
1. level of preparation and career direction of the enrolled student. Students with no chemistry background, who plan a non-science-based career generally will enroll in CHE 199 as their introduction to chemistry. Students with no chemistry background who are involved in the allied health field or in engineering technology generally will begin chemistry by taking CHE 105 and 106. Students with a high school chemistry background generally will enroll in CHE 121 and 122. Most such students are science majors, engineering technology, or pre-veterinary medicine students.
2. depth of discussion. Because the level of incoming student varies, the depth of discussion must necessarily vary with the course. In CHE 199, much of the discussion is qualitative or semiquantitative in nature, though some quantitative aspects of chemistry are treated. In CHE 105/106, discussion is much more quantitative and much more thorough, with some introduction to theory congruent to the applications. Consequently, CHE 105/106 is a two-semester sequence. CHE 121 and 122 is also a two-semester sequence, and discussion is highly quantitative with an exacting treatment of theory and more complex applications.
The following illustrates the format of examination questions on a given
subject which might be asked in each of the three courses.
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| Give the formulas for the two major gases produced when gasoline burns. What is consumed besides gasoline? Discuss the relationship between the amount of reactants and products in this reaction. | Assuming that gasoline has the formula of n-octane, write the balanced equation for the combustion of gasoline. Calculate the mass of products formed when one mole of gasoline burns. Show your work. | Balance the equation for the combustion of gasoline (assume that gasoline is C8H18 and assume complete combustion). If 100.0 g of gasoline and 150.0 g of oxygen gas are mixed, which reagent will be used up and what mass of each product will be formed? Show your work. |
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How does acid rain form? What is the chemical compound responsible for most acid rain? |
Write the formula for the compound that occurs most frequently in acid rain. Calculate the pH of 0.00010M solution of this compound (typical in acid rain). Assume complete dissociation. | Write the formula for the compound that occurs most frequently in acid rain. Calculate the pH of 0.00010M solution of this compound (typical in acid rain). Note: the acid does not dissociate completely. |
3. points of emphasis. Much of chemistry is exercise in applied mathematics. Because of the lower mathematical level of CHE 199, emphasis is necessarily placed on those topics that are more intuitive in nature, and a briefer (1 semester) treatment of the subject is appropriate. In CHE 105/106, emphasis is on both the intuitive topics and on those topics that can be treated with relatively simple mathematics (i.e., simple algebra). In CHE 121/122 students are expected to solve problems involving a higher level of mathematical intuition. Problems may involve more complex algebra, some calculus, geometry, or trigonometry. Coverage is more universal to fit.
To summarize: all five courses are in fact introductions to chemistry, tailored to fit the student and the experience rather than being generalized to fit no one. All five require intensive critical thinking, though at various levels. All five require problem solving, also at various levels. All five connect the subject matter to society, also at various levels. All five require written expression of thought at various levels. All are courses geared toward general education, with specific subject matter following in later, upper-division courses.
Last updated February 14, 2000. Designed and maintained
by Kyosung Koo