Please Note That 12/2 Through 12/5 Are Group Presentations

Please Note That 12/2 Through 12/5 Are Group Presentations

Chemistry 161Fall ‘08

Unit 3

Please note that 12/2 through 12/5 are group presentations.

There are due dates for components of these throughout Unit 3, below, and

general information is on the last page.

10/29 – 11/4 Unit 2 outcomes: see Unit 2 Syllabus.

10/30 (after problem-solving session), 11/3(after hour exam) Outcomes:

  1. To relate wavelength, frequency, and speed for a wave, and to have a feel for their sizes in the electromagnetic spectrum.
  2. To relate wavelength, frequency and energy of a wave.

Read §6.1 through 6.2 (No Reading Quiz)

Recommended exercises: From the above sections, all in-chapter Exercise and Practice problems, and select chapter-end problems referred to by the Practice problems.

11/3, 11/4 Laboratory: Heat of Reaction

Laboratory notebooks will be returned in lab in time to transcribe needed information from the Pre-Lab.

11/5, 11/6, 11/7 Outcomes:

  1. To know that atoms in elements and compounds may emit light of a specific, discrete wavelength or energy.
  2. To know how absorption and emission spectra differ for an atom, and differ among atoms.
  3. To view and describe how Rydberg and Balmer’s equations successfully fitted the hydrogen spectrum.
  4. To understand that Bohr's model correctly related energy levels to quantum numbers, which explained the absorption and emission of energy by electrons in a Hydrogen atom.
  5. To know how Bohr’s theory was incorrect in describing position and radii of electron orbits.
  6. To relate bright-line atomic emission spectra to energy level diagrams.
  7. To describe the contrast of our view of particles and waves in the “macroscopic” world, to the wave-particle duality in the realm of atoms and subatomic particles.
  8. To grasp how the deBroglie relation expresses the wave properties of particles.
  9. How does an electron microscope make use of these properties?
  10. How does the Uncertainty Principle imply that locating an electron is an issue of probability?
  11. To know that wavefunctions are sets of related functions specified by integers, and that the mathematics of wave mechanics gives specific energies and location probabilities for electrons.
  12. To know what an orbital is and that wavefunctions exist for specific types of orbitals.

Read §6.3 through 6.9 (Reading Quiz 11/5, 11/6)

Recommended exercises: From the above sections, all in-chapter Exercise and Practice problems, and select chapter-end problems referred to by the Practice problems.

For Atmospheric Chemistry Presentations: Either preselected groups (if you wish to choose your own) due at start of class W or Th (These must be 3-4 students who attend the same lecture section.) OR

Presentation groups and topics assigned / posted 11/7 (see Electronic Reserve).

11/10, 11/11 No classes or laboratories. Continue to work on the Chemical Resource Materials take-home exercise.

11/12, 11/13, 11/14 Outcomes:

  1. To understand quantum numbers (and their allowed values) that describe electrons in orbitals, and how they relate to the energies and kinds of orbitals in atoms.
  2. To interpret examples of wavefunctions (not in text) for where electrons are allowed to be, and how they give rise to the shapes of orbitals.
  3. To use the traditional notations for quantum numbers (n, l, ml) to lead to a count of orbitals in a subshell.
  4. To memorize the descriptive letters for orbital types: s, p, d, f, and the number and general shape of each type.
  5. To know how a scanning tunneling microscope forms an image.
  6. To view electron spin as a fundamental property of an electron in an orbital.
  7. To apply the Pauli principle to justify that only two electrons may be in any one orbital.
  8. To apply the spin property of nuclei to know the information nmr / mri provides.
  9. To know the source of orbital energy level differences in multielectron atoms, and interpret energy level diagrams. Given an energy level diagram for an atom, obtain its electron configuration.
  10. To use several styles of communicating electron configurations. (Continues on next page.)
  11. To describe how the shape of the Periodic Table is related to energy level diagrams of atoms, and to use the Periodic Table to obtain configurations of all main group elements, plus the first row Transition Metals.
  12. To use the Periodic Table and configurations to identify valence electrons


Read §6.10 through 6.13 (Reading quiz 11/12, 11/13)

Recommended exercises: From the above sections, all in-chapter Exercise and Practice problems, and select chapter-end problems referred to by the Practice problems.

Chemical Resource Materials exercise (handed out 10/27-28) due 11/13, 11/14 at start of class.

Graded Homework (due 11/13, 14): Chapter 6 chapter-end, #20, 38, 64, 76, 82 (show), 84

11/17, 11/18 Laboratory planning session and reading quiz. Outcomes:

  1. To know that mass percent can (and often does) pertain to a solute in a solution.
  2. To use mass percent to obtain the moles of a solute, and the reverse.
  3. To plan a practical titration procedure that will determine the acetic acid content of vinegar. This is an important session where pre-selected groups will plan the experimental procedure your group will follow on 11/24 or 11/25. There is a rough guide in the lab manual, but you must devise a practical procedure.


Review from various sources the definition of mass percent and the process and calculations for titration.

Reading quiz: Read of the top of page 49 of the lab manual, be prepared to answer a 3-question quiz.

11/17, 11/18 Outcomes:

  1. To use the nomenclature of the organization of the Periodic Table: Periods, groups, blocks, metals/nonmetals, main groups, transition elements.
  2. To know and use the names of traditional groups IA, IIA,VIIA, VIIIA.
  3. To describe what Periodicity refers to and how it can be used to predict properties and differences.


Read §7.1 through 7.4 (Reading Quiz)

Recommended exercises: From the above sections, all in-chapter Exercise and Practice problems, and select chapter-end problems referred to by the Practice problems.

Atmospheric Chemistry Group Presentation rough outline due (3 points; see next page).

11/19, 11/20, 11/21 Outcomes:

  1. To know and explain the tendencies in atomic size across groups and down rows of the Periodic Table.
  2. To define ionization energy, and relate it to energy levels, size, location in the Periodic Table, and metallic character.
  3. To use second and subsequent ionization energies to explain why we have the types of ions typical of metals.
  4. To define Electronic Affinity; to use it to justify which ions form monatomic anions.
  5. To define and use electronegativity; to memorize its Periodic trend, and to memorize the four largest.
  6. To integrate learning of these two chapters to describe why specific elements may be reactive or unreactive, and to think critically about the complex components that go into reactivity.
  7. To use activity series to order reactivity of elements, and relate it to the future topic of electrochemistry.
  8. To know the most important elements of the environment and of biological systems, and learn specific examples drawn from atmospheric chemistry.


Read §7.5 through 7.10 (Reading Quiz 11/19, 20)

Graded Homework(due 11/20, 21) Chapter-end problems, Ch. 6, #92, 96, 98 (explain), 106; Ch. 7, # 6, 32,

11/24, 11/25 Laboratory: Acetic Acid Content of Vinegar (Group Design of Procedure)

Your procedure must be approved before you start work.

Report Due 12/1, 12/2

11/24:Group Sheet 3 (section -01)

11/25, 11/26 Outcomes:

  1. Group Sheet 3 (section -03)
  2. Success on an hour exam! Covers above outcomes.
  3. Overview and logistics for Atmospheric Chemistry presentations.

Presentation Detailed Outline (5 points), Outcomes and Assessment questions (2 points) due.

11/27-28: Holiday - No Classes.

12/2– 12/5 Atmospheric Chemistry Presentations

Percent contribution estimate forms due after your group’s presentation.

A 25% deduction will be made if you do not participate in assessment of all presentations.

Laboratory Notebooks due 12/2, 12/3

12/4 – 12/5: Group Sheet 4

General Information about Atmospheric Chemistry Presentations

General Format:

EITHER: In-Class presentation (20-25 min)

OR: Poster Presentation (discussed by members during “round-robin”)

General Content (highly flexible)

The gaseous molecule (or molecules)Industrial / commercial applications

Normal atmospheric chemistryEnvironmental Chemistry

General Expectations

State outcomes

Present the essential content at a level of your audience

Some content from the text (use the Index)

Content from several other references expected

Documentation of references

Topics and environmental issues

Nitrogen and compounds / “NOx” air pollution

Oxygen and Ozone / The ozone layer

Noble gases / Radon exposure

Carbon dioxide / Global warming

Hydrogen / Fuel cells and the Hydrogen economy

Sulfur oxides / “SOx” pollution and acid rain


Rough outline, one per group (2 points); due 11/17-18. Shows general topics with minimal detail.

Detailed outline, one per group (5 points); due 11/25-11/26. Shows enough detail that any group member could use it to give an acceptable presentation in the absence of another.

Includes list of all references in any clear format.

Learning Outcomes and two questions(3 points) due 11/25, 11/26

Outcomes: a short statement of what you want the class to learn

Two questions submitted by group for the class to answer (3 points)


Presentation content (by instructor, 15 points)

Presentation effectiveness (by peers, 15 points)

Group contribution assessment (what % did each member contribute?)

Adjusts the above score up or down for each individual

The above total 40 points.

Answers to group-authored questions (Group Sheet 4: 8 points, due in class 12/4-5)