...Introductory Chemistry Introduction Instructor: Dr. Tao Tao Course Section: CHEM1405.6013-6014 Meeting Time: TTh 6:00pm-9:10pm Bldg 13-629 Office Hours: TTh 5:30 pm-6:00 pm Contact: tao.tao@lonestar.edu Introductory Chemistry 2 Course Material Requirements • Textbook – Introductory Chemistry, by Nivaldo J. Tro 5th edition • Chapters 1-4, 6-10, 14 • Sections, 5.6-5.10, 12.4-12.8, 13.6-13.8 • Scientific Non-programmable Calculator • Safety Goggles for Lab • Lab Coat/Apron (Optional) Introductory Chemistry 3 Evaluation and Grade • Tests: 45%; 4 tests, best of 3, no make-up unless good excuses (documented, in advance notice) • Open-book Quizzes: 10%; best n-2, no make-up • Laboratory: 25% • Final Exam: 20% • Homework: Encouraged but not mandatory • Problem Set: Provides but not mandatory • Final withdrawal day: Nov. 10th, 2014 Introductory Chemistry 4 Lab Report/Grade Guideline • Pre-lab write-up (30%): Complete before lab starts, will be checked and signed for completeness – – – – Title/Date Aim/Purpose Introduction Procedures • Lab Performance and Quality of data (25%): will be checked and signed when leaving lab – Observations – Collect and record data • Post-lab (40%) – Result (Calculations, Graphs, Interpretations etc), – Discussions/Conclusions – Post-lab questions if any • Overall Report Neatness (5%) • Report due one week after the completion of experiment for full credit; after two weeks, no report will be accepted, and no credit...
Words: 2071 - Pages: 9
...Chemistry 1B Experiment 16 77 16 Qualitative Analysis Introduction The purpose of qualitative analysis is to determine what substances are present in detectable amounts in a sample. This experiment has two parts. In the first part, you will analyze an unknown solution for the presence of seven common ions. In the second part, you will test an unknown solid to determine which of two possible identities is correct. Part I. Spot Tests for Some Common Ions A simple approach to the qualitative analysis of an unknown solution is to test for the presence of each possible ion by adding a reagent which will cause the ion, if it is in the sample, to react in a characteristic way. This method involves a series of “spot” tests, one for each ion, carried out on separate samples of the unknown solution. The difficulty with this way of doing qualitative analysis is that frequently, particularly in complex mixtures, one species may interfere with the analytical test for another. Although interferences are common, there are many ions which can be identified in mixtures by simple spot tests. In this experiment we will use spot tests for the analysis of a mixture which may contain the following commonly encountered ions in solution: CO32– SO42– PO43– SCN Cl – – carbonate sulfate phosphate thiocyanate chloride acetate ammonium C2H3O2– NH4+ 78 Chemistry 1B Experiment 16 The procedures we involve simple acid-base, precipitation, complex ion formation or oxidation-reduction...
Words: 4527 - Pages: 19
...Classification Tests for Hydroxyl- and Carbonyl-containing Compounds Miguel, K.D., Moron, R.S.S., Pazon, A.D., Ramirez, C.V., Raquepo, T.M.R., Razon, D.N.A.Jr. 2B-PH, Group No. 6, Department of Pharmacy, Faculty of Pharmacy, University of Santo Tomas, España Boulevard, 1015 Manila, Philippines Abstract In organic chemistry it is very common to see molecules comprised mainly of a carbon backbone with functional groups attached to the chain. The functional group gives the molecule its properties, regardless of what molecule contains it.[1] Examples of functional groups are that of hydroxyl (-OH) which is usually seen in alcohols, and carbonyl (C=0) which is seen in aldehydes and ketones. In this experiment, several tests were conducted to distinguish and differentiate various sample compounds such as ethanol, n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, benzyl alcohol, n-butyraldehyde, benzaldehyde, acetone, acetophenone, isopropyl alcohol, and acetaldehyde. The tests are the following: solubility test of alcohols in water, which gave a soluble result in ethanol, sec-butyl alcohol and tert-butyl alcohol. Next is the Lucas test, which is used to differentiate 1°, 2° & 3° alcohols. In Lucas test, tert-butyl alcohol gave an immediate turbid result; the rate of reaction was noted. Chromic Acid test (Jones Oxidation) which gave a positive result by producing a blue-green solution with the sample n-butyl alcohol, acetaldehyde, benzaldehyde, and isopropyl alcohol. 2...
Words: 3889 - Pages: 16
...CHEMISTRY CHEMISTRY (CLASSES XI–XII) Rationale Higher Secondary Stage is the most crucial stage of school education because at this stage specialised discipline based, content oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of mostly for pursuing their career in basic sciences or professional courses like medicines, engineering, technology and studying courses in applied areas of science and technology at tertiary level. Therefore, at this stage, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after the higher secondary stage. National Curriculum Framework for School Education – 2005 recommends a disciplinary approach with appropriate rigour and depth with the care that syllabus is not heavy and at the same time it is comparable to the international level. It emphasizes a coherent focus on important ideas within the discipline that are properly sequenced to optimize learning. It recommends that theoretical component of Higher Secondary Science should emphasize on problem solving methods and the awareness of Syllabus for Secondary and Higher Secondary Levels 22 historical development of key concepts of science be judiciously integrated into content. The present exercise of syllabus development in Chemistry at Higher Secondary Stage is based on this framework...
Words: 3687 - Pages: 15
...Department of Chemistry College of Sciences University of Central Florida CHM 2046L Chemistry Fundamentals Laboratory (1 Credit) Course Syllabus Graduate Laboratory Instructor: Office: Phone: E-mail: Office Hours: | Instructor: Dr. Cherie YestrebskyOffice: CH 325Phone: 407-823-2135E-mail: cherie.yestrebsky@ucf.edu | University Course Catalog Description Illustration of chemical principles and introduction to the techniques of inorganic and physical chemistry. Course Overview The Chemistry Fundamentals Laboratory course is designed to give students an insight into the processes of experimental chemistry. The course provides a series of authentic, challenging, and relevant questions which students seek to answer through experimentation in a safe environment. Lab techniques like titration, spectroscopy, dilution, and measurement will be incorporated with critical thinking exercises to enhance the learning process and improve comprehension of fundamental concepts. An introduction to writing within the science discipline will be addressed each week. Course Objectives At the end of the semester, students will be able to: * Keep safety the first priority while working in the laboratory * Design a procedure to answer a key question * Model how writing is used in a variety of chemistry genres * Experiment with glassware & equipment in alignment with their intended function * Develop stronger critical thinking skills ...
Words: 1506 - Pages: 7
...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Secondary Education Certificate CSEC® CHEMISTRY SYLLABUS Effective for examinations from May–June 2015 CXC 21/G/SYLL 13 Published by the Caribbean Examinations Council. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica Telephone Number: + 1 (876) 630-5200 Facsimile Number: + 1 (876) 967-4972 E-mail Address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2013 by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC 21/G/SYLL 13 Contents RATIONALE ................................................................................................................................... AIMS ............................................................................................................................................. CANDIDATE POPULATION ............................................................................................................. SUGGESTED TIME-TABLE ALLOCATION ........................................................................................ ORGANISATION OF THE SYLLABUS .................................................
Words: 24316 - Pages: 98
...Paul Karrer Antoine-Laurent de Lavoisier Few things are as important as water, which we know is made of oxygen and hydrogen. Did you know that Antoine Lavoisier was the discoverer of both elements? Contributions to Science Antoine-Laurent de Lavoisier is one of the most important scientists in the history of chemistry. He discovered elements, formulated a basic law of chemistry and helped create the metric system. During his time, people believed that when an object burns, a mysterious substance called ‘phlogiston’ was released. This was called the ‘phlogiston theory’. Lavoisier’s experiments demonstrated the contrary, i.e. when something burned, it actually absorbed something from the air, instead of releasing anything. He later named the ‘something’ from the air as oxygen, when he found that it combined with other chemicals to form acid. (In Greek, ‘oxy’ means sharp, referring to the sharp taste of acids.) Henry Cavendish had earlier isolated hydrogen, but he called it inflammable air. Lavoisier showed that this inflammable air burned to form a colourless liquid, which turned out to be water. The Greek word for water is ‘hydro’, so the air that burned to form water was hydrogen! Lavoisier was known for his painstaking attention to detail. Whenever he made a chemical reaction, he weighed all the substances carefully before and after the reaction. He discovered that in a chemical reaction, though substances may change their chemical nature, their total mass remains...
Words: 9529 - Pages: 39
...is famous for rejecting Plato's theory of forms. As a prolific writer and polymath, Aristotle radically transformed most, if not all, areas of knowledge he touched. It is no wonder that Aquinas referred to him simply as "The Philosopher." In his lifetime, Aristotle wrote as many as 200 treatises, of which only 31 survive. Unfortunately for us, these works are in the form of lecture notes and draft manuscripts never intended for general readership, so they do not demonstrate his reputed polished prose style which attracted many great followers, including the Roman Cicero. Aristotle was the first to classify areas of human knowledge into distinct disciplines such as mathematics, biology, and ethics. Some of these classifications are still used today. As the father of the field of logic, he was the first to develop a formalized system for reasoning. Aristotle observed that the validity of any argument can be determined by its structure rather than its content. A classic example of a valid argument is his syllogism: All men are mortal; Socrates is a man; therefore, Socrates is mortal. Given the structure of this argument, as long as the premises are true, then the conclusion is also guaranteed to be true. Aristotle’s brand of logic dominated this area of thought until the rise of modern propositional logic and predicate logic 2000 years later. Aristotle’s emphasis on good reasoning combined with his belief in the scientific method forms the backdrop for most of his work. For example...
Words: 1186 - Pages: 5
...Chemistry Modern Analytical Chemistry David Harvey DePauw University Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco St. Louis Bangkok Bogotá Caracas Lisbon London Madrid Mexico City Milan New Delhi Seoul Singapore Sydney Taipei Toronto McGraw-Hill Higher Education A Division of The McGraw-Hill Companies MODERN ANALYTICAL CHEMISTRY Copyright © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a data base or retrieval system, without the prior written permission of the publisher. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 KGP/KGP 0 9 8 7 6 5 4 3 2 1 0 ISBN 0–07–237547–7 Vice president and editorial director: Kevin T. Kane Publisher: James M. Smith Sponsoring editor: Kent A. Peterson Editorial assistant: Jennifer L. Bensink Developmental editor: Shirley R. Oberbroeckling Senior marketing manager: Martin J. Lange Senior project manager: Jayne Klein Production supervisor: Laura Fuller Coordinator of freelance design: Michelle D. Whitaker Senior photo research coordinator: Lori Hancock Senior supplement coordinator: Audrey A. Reiter Compositor: Shepherd, Inc. Typeface: 10/12 Minion Printer: Quebecor Printing Book Group/Kingsport Freelance cover/interior designer: Elise Lansdon Cover image: © George Diebold/The...
Words: 88362 - Pages: 354
...Spectrophotometry is a quantitative analysis that is essential the subject of chemistry. It measures reflection and transmission of various materials as a function of wavelength. This is a relatively basic concept that is often taught in early chemistry courses such as high school chemistries or general chemistry classes. Spectrophotometry uses a number of instruments that each measures a different range of wavelengths. The instrument that our group created was a colorimeter, which can measure wavelengths in the visible light range. This range is approximately 400-700nm. Three experiments were designed to incorporate this instrument; that are relatively low in costs and great for a high school/general level chemistry students. These experiments do not require a great deal of materials and are not for highly skilled chemists. The basic principles of the physics of color are often taught in high school chemistry and physics classes around the country. Unfortunately, many of these spectrophotometric experiments use harmful solvents to dissolve very small quantities of solute in order to produce a solution with the proper concentration to be analyzed by a colorimeter. Most high schools do not have the ability to dispose of organic waste, and creating a solution of a specific concentration for high school students would likely distract them from the intended task. The proposed colorimetry experiment requires only colored crêpe paper and distilled water in order to prepare...
Words: 1622 - Pages: 7
...significant figures conversion of units http://www.hep.man.ac.uk/babarph/babarphysics/physicists.html ) I.1 Science The intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment. I.2 The Branches of Science The Physical Sciences * Physics: The study of matter and energy and the interactions between them. Physicists study such subjects as gravity, light, and time. Albert Einstein, a famous physicist, developed the Theory of Relativity. * Chemistry: The science that deals with the composition, properties, reactions, and the structure of matter. The chemist Louis Pasteur, for example, discovered pasteurization, which is the process of heating liquids such as milk and orange juice to kill harmful germs. * Astronomy: The study of the universe beyond the Earth's atmosphere. The Earth Sciences * Geology: The science of the origin, history, and structure of the Earth, and the physical, chemical, and biological changes that it has experienced or is experiencing. * Oceanography: The exploration and study of the ocean. * Paleontology: The science of the forms of life that existed in prehistoric or geologic periods. * Meteorology: The science that deals with the atmosphere and its phenomena, such as weather and climate. The Life...
Words: 1431 - Pages: 6
...Conservation of Mass states that matter can be changed from one form into another, mixtures can be separated or made, and pure substances can be decomposed, but the total amount of mass remains constant, so it is a fundamental principle of classical physics that matter cannot be created or destroyed in an isolated system. The formulation of this law near the end of the eighteenth century marked the beginning of modern chemistry. By that time many elements had been isolated and identified, most notably oxygen, nitrogen, and hydrogen. It was also known that, when a pure metal was heated in air, it became what was then called a calx (which we now call an oxide) and that this change was accompanied by an increase in mass. The reverse...
Words: 789 - Pages: 4
...Austin Peay State University Department of Chemistry CHEM 1021 PREPARATION AND PROPERTIES OF A SOAP (adapted from Blackburn et al., Laboratory Manual to Accompany World of Chemistry, 2nd ed., (1996) Saunders College Publishing: Fort Worth) Purpose: To prepare a sample of soap and to examine its properties. Caution: Sodium hydroxide solution is extremely harmful to the skin and clothing. It is especially harmful to the eyes. Wear safety goggles. Any sodium hydroxide spilled on the skin should be washed off immediately with large quantities of water. Kerosene and ethanol are both flammable. Care should be taken when using these chemicals around flames. Introduction: A soap is the sodium or potassium salt of a long‐chain fatty acid. Most solid soaps are sodium salts of the type to be made in this experiment. The starting materials are fats or oils, which are the glycerol esters of the fatty acids. A typical cooking oil, cottonseed oil, and a concentrated solution of sodium hydroxide are the principal reactants. Ethanol is used in this experiment to serve as a common solvent for the reactants and hence speed up the reaction. The soap‐making reaction is called saponification. However, the saponification reaction is not used in the commercial soap‐making operations of today. The sodium salts of the long‐chain fatty acids are typical surface‐active agents. They have a polar end which is hydrophilic (water loving) and a long nonpolar chain which is hydrophobic (watr hating)...
Words: 1413 - Pages: 6
...CH 220C ORGANIC CHEMISTRY LABORATORY Spring, 2015 Section Page 1. General Information 2 2. Safety Information 2 3. Attendance 3 Make-Up Policy 3 4. Laboratory Protocol 3 Assigned Reading 3 Pre-Lab Quizzes 3 Lab Notebook 5 Chemicals 5 Due Dates for Reports 5 5. Orientation 5 In-Lab Information 5 Library Information 5 6. Check-In 6 7. Grading Procedure 6 8. Policy on Cheating 7 9. TA Office Hours 8 10. Faculty Course CoordinatorS 8 11. Course Web Page 8 12. Hints to Minimize Frustration IN ORGANIC CHEMISTRY 8 13. Work Schedule 10 Lab Report Due Date Schedule 10 Experiments 10 14. Supplements 17 A. Extraction of Unknown 17 B. Recrystallization of Unknown Products 18 C. Methyl Benzoate 19 D. Synthesis of Luminol 20 E. Azo Violet 23 1. GENERAL INFORMATION PRE- and CO-REQUISITES Pre- and co-requisites for CH 220C listed in the Course Schedule. Important: Because the lecture and laboratory courses are co-requisites of each other, dropping one of them requires that you drop the other as well, unless the drop occurs during ...
Words: 8040 - Pages: 33
...In this experiment, sublimation was used to purify solid mixtures. The compound used to undergo purification is impure benzoic acid. The product obtained after the heating process is called the sublimate in the form of crystals. The weight of the impure benzoic acid gave a lot of difference from the sublimate obtained from 5.0014 g to 0.3213 g, respectively. Thus, the measured sublimate showed the low percentage recovery of the said compound. The sublimate was then subjected to melting point determination together with the pure benzoic acid through the oil bath. The oil bath was used since it is able to measure temperatures even those beyond 100 °C and are highly recommendable for compounds which have higher boiling points. As it was seen in the results for the melting point determination, the sublimate started to melt at 116 °C and stopped melting at 120 °C while the pure benzoic acid started to melt at 120 °C and ended at 121 °C. The temperatures measured indicated that the pure benzoic acid has a higher vapour pressure than the sublimate. INTRODUCTION Sublimation is the direct vaporization of a solid by heating without passing through the liquid state. [1] The process of sublimation in this experiment is used to purify the impure benzoic acid. The impurities in the benzoic acid have amino compounds that are present in a larger extent and must be removed because of phenyl and benzyl compounds that seriously affect the product.[3] This process occurs if the vapour pressure...
Words: 1271 - Pages: 6
