CHM 100 OBJECTIVES

 

SPECIFIC OBJECTIVES:

 

The specific objectives for CHM 100 are listed below.

 

A competency level of 75% or better is expected for these objectives.

 

During this course, on written tests and laboratory practical examinations, the student will demonstrate knowledge and skills in the following areas:

 

 A.        Atomic Structure:  The student will:

 

1.    Distinguish between matter and energy by explaining, in writing, the differences  between these terms.

2.  Distinguish between frequency and wavelength and relate these terms to the electromagentic spectrum

    Classify matter by defining, in writing, the following terms: mixture, pure substance, atom, molecule, element and compound.  To do this, the student will also select and use the appropriate term for a given situation.

4.  Select and use the appropriate symbol to represent any chemical element.

5.  Use the Periodic Table of Elements to identify the Atomic Number and the Relative Atomic mass for any given element.

6.  Use the Atomic Number and the Mass Number for any given element to predict (a) the number of protons in the nucleus, (b) the number of neutrons in the nucleus and (c) the number of electrons found in one atom of any given element. The student will also use this information to explain the term ‘isotope.’

7.  Use diagrams to show the electron distribution in a given atom by (a) principle energy level, (b) energy sub-level, and (c) orbital notation.

8.  Use the Periodic Table to predict the number of principal energy levels and the number of valence electrons for a given element.

9.  Relate valence-electron structure to chemical activity by analyzing an electron distribution diagram and predicting whether the given atom will gain or loose electrons or remain inert.  The student will also predict the number of electrons, if any, that will be gained or lost and the resulting charge.

10. Relate electron distribution to the terms valence structure and ionic charge.  To do this, the student will define these terms in writing and will also use the Periodic Table to write the ionic charge of any given A-group element.

11.Distinguish between an atom and ion by explaining, in writing, the differences between these. These differences will include the valence level structure and the electrical charge.

12.Distinguish between cations and anions by explaining, in writing, the differences between these. These differences will include the differences in symbols and charge notations.

 

Tools and Constraints Involved:

 

To perform any of the above tasks, the student will be expected to use, when appropriate, a standard Periodic Table and formal conventions for diagramming atomic structures.

 

B.         Use of the Periodic Table. The student will use the Periodic Table of Chemical Elements to:

 

1.       Locate any given element on the table and use the location to predict the physical and chemical properties of that element.

2.    Write the expected ionic charge for elements in a given compound.

3.    Distinguish between metals, nonmetals, metalloids, transition elements, and inert elements by writing the classification of a given element based on that element's Periodic Table.

4.    Relate an element's electron-dot structure to its location in a particular group on the Periodic Table.  The student will draw the electron-dot structure for any given A-group element.

 

Tools and Constraints Involved:

 

To perform the above tasks, the student will refer to a standard Periodic Table of the Elements.  However, the student will be expected to memorize the symbols for at least 40 common elements and the ionic charges for the common reactive elements.

 

C.  Chemical Bonding:

 

1.    Write the type of bond that will form between two given elements.

2.    Explain the electron re-arrangement that will occur when a bond forms between elements.  The student will also draw a Lewis diagram to illustrate this re-arrangement.  These tasks will involve all types of bonding, including ionic, covalent and coordinate covalent bonding.

3.    Use electronegativity valves and a % Ionic Character Chart to predict and illustrate the formation of ionic and covalent bonds.

4.    Use the concept of electronegativity and charge separation to explain bond polarity.  When given the reacting elements, the student will classify the resulting bond as either polar or non-polar.  For each of these, the student will also use Lewis dots to represent molecules and they will also use VSEPR rules to predict molecular shapes and resulting properties.

5.    Use the concept of charge separation to explain molecular polarity.  The student will describe the chemical and physical properties that are related to molecular polarity and will give examples and illustrations of molecular polarity.

6.    Use the concept of intermolecular forces to explain and illustrate hydrogen bonding.

7.    Use the concept of hydrogen bonding and London forces to explain, predict, and illustrate intermolecular forces.

8.    Use Lewis Diagrams to explain and illustrate diatomic elements.  The student will write and use correct formulas for diatomic elements in subsequent work involving formulas and/or equations.

9.    Distinguish, in writing, between pure and impure substances and between mixtures and compounds.

 

Tools and Constraints Involved:

 

In all work involving chemical bonding, the student will use the Periodic Table as a reference.

 

D.  Writing Formulas and Naming Compounds.  The student will:

 

1.    Write correct IUPAC names for given chemical formulas.

2.    When given the IUPAC name, write the correct chemical formula for that compound.

3.    Write two (2) acceptable chemical names for compounds containing divalent elements. For such compounds, the student will also convert either of the acceptable chemical names to the correct chemical formula for that compound.

 

Tools and Constraints Involved:

 

In naming compounds and writing formulas, the student will use a standard Periodic Table as a reference.  However, the student will be expected to memorize the names, formulas and charges of the common polyatomic ions.

 

E.   Scientific Measurement: The student will:

 

    1.    Distinguish between mass and weight by explaining, in writing, the difference between these terms and by using

           the appropriate term to fit a given laboratory situation.

    2.    Demonstrate, in the laboratory, two different methods of finding the volume of a given object:  a) by direct

           measurement and b) by the displacement of water.

    3.    Calculate the density, mass, or volume of a given substance when given the values for any two of these three

           dimensions.  To do this the student will use the density formula.

    4.    Distinguish between density and specific gravity by explaining, in writing, the difference between these and by

           using the appropriate term to fit a given laboratory situation.  The student will also demonstrate a further

           understanding of these terms by calculating one of these when given the other.

    5.    Demonstrate an understanding of the Celsius, Fahrenheit and Kelvin temperature scales by selecting the

           appropriate scale for a given situation.  The student will also convert a reading on a given scale to either of the

           other two temperature scales.

    6.    Relate calories, joules, and specific heat to the specific heat formula. To do this, the student will correctly solve

           calculations involving these terms

    7.    Distinguish between the metric units by correctly selecting the appropriate metric unit used to measure length,

           volume or mass.

    8.    Demonstrate an understanding of the metric system by correctly making metric-metric, metric-English and

           English-metric conversions.  To convert between the English and metric systems, the student will select and apply

           appropriate conversion factors.

 

 Tools and Constraints Involved:

 

In all appropriate situations involving the objectives listed above, the student will (a) use the unit cancellation method of problem solving, (b) correctly use values given in scientific notation and ( c )  express answers in scientific notation and to the correct number to significant figures.  Students will be allowed to use calculators in making all calculations.

                       

F.     Chemical Equations.  The student will:

 

    1.    Translate given word equations into correct formula equations.

    2.    Correctly use the terms reactant, product, and yields, as well as appropriate chemical notations, to write or

           describe a chemical reaction.

    3.    Correctly identify a given equation as to the type of chemical reaction that it represents.  This includes single

           replacement, double replacement, combination, decomposition, neutralization, oxidation and reduction.

    4.    Correctly balance a given chemical equation.

    5.    When given the reactants, correctly complete (by writing all reaction products) and balance the equation.  The

           student will use an Activity Series to predict the reaction products for a single replacement reaction.

    6.    When given an oxidation-reduction reaction, use the concept of change in oxidation state to identify the substance

           oxidized, the substance reduced, the oxidation agent and the reducing agent in that reactions.

    7.    Use the concept of change in oxidation state to correctly balance a given redox reaction.

 

Tools and Constraints Involved:

 

The student will use, as reference tools, a Periodic Table, an Activity Series, and a pH scale.  The student will also have access to appropriate laboratory supplies and equipment..

 

G.    The Mole Concept and Stoichiometric Calculation.  The student will demonstrate a clear understanding of the mole

        concept and the use of the mole in chemical calculations.  To do this, the student will:

    

    1.    Use the Periodic Table to calculate the gram atomic mass or the gram formula mass for any given element or

           compound.

    2.    Use unit cancellation and the mole concept to convert between gram atomic mass (or gram formula mass), 

           grams, moles, number of atoms (or molecules),  and liters of a gas at STP.

    3.    Write values for standard temperature and standard pressure.

    4.    Use the mole concept and unit cancellation to solve mass-mass, mass-volume, volume-volume or mole-mole

           relationships within correctly balanced equations.  In doing this, the student will correctly set up the problem and

           will solve for the unknown quantity.

    5.    Use mole relationships to calculate the Percent Yield in a given chemical reaction.

    6.    Identify the limiting reagent and correctly solve for the unknown quantity in a given chemical reaction.

    7.    When given the percent composition and the molecular mass of an unknown compound, use the mole concept to

           calculate the empirical formula and the molecular formula for that compound.  When the molecular mass of this

           compound is given, the student will then calculate the molecular formula for the compound.

 

Tools and Constraints Involved:

 

The student will use a Scientific calculator for mathematical solutions and will express answers in scientific notation and to the correct number of significant figures.  The student will use the Periodic Table as a reference and will have access to appropriate laboratory equipment and chemicals.  In all appropriate calculations, the unit cancellation method will be used.

 

H.    The Gas Laws.  The student will:

 

    1.    Demonstrate an understanding of the concepts of mass, volume, and pressure.  To do this, the student will write

           the effect produced on any one of these when either of the other two are increased or decreased.

    2.    Explain Boyle's Law, Charles' Law and the combined Gas Law.  The student will use formulas to explain why these

           laws work.

    3.    Solve problems involving Boyle's Law, Charles' Law and the Combined Gas Law.

    4.    Solve problems involving Dalton's Law.

    5.    Use Dalton's Law to convert from "wet" to "dry" gases in gas law problems.

    6.    Use the ideal Gas Law formula to explain the Ideal Gas Law.

    7.    Use the Ideal Gas Law formula to solve problems.

    8.    Use Graham's Law to rank given gases in order of their diffusion rates.

    9.    Solve Molar Volume problems.

 

Tools and Constraints Involved:

 

The student will use, as reference tools, a Periodic Table and a chart giving the vapor pressure of water at specific temperatures.  The student will be expected to memorize appropriate gas law formulas, but will use a calculator to solve these problems.

 

I.     Ionization:  Acids, Bases and Salts.  The student will demonstrate a clear understanding of ionization, dissociation

       and the relation of these to acids, bases and salts and to polarity.  To do this, the student will: