Portland Community College | Portland, Oregon Portland Community College

Course Content and Outcomes Guide for CH 223 Effective Fall 2021

Course Number:
CH 223
Course Title:
General Chemistry III
Credit Hours:
5
Lecture Hours:
40
Lecture/Lab Hours:
0
Lab Hours:
30
Special Fee:
$12.00

Course Description

Explores acid-base chemistry, ionic equilibria; electrochemistry; nuclear chemistry; thermodynamics; and descriptive chemistry topics. Includes special topics as time and interest allow. This is the third course in a three course sequence. Prerequisites: CH 222 or CH 222H. Audit available.

Addendum to Course Description

Special topics will be included as time and interest allows. Special topics may include: acid rain, bioenergetics industrial processes, kinetics of cellular metabolism, alternative fuels and the use of elements in nature and industry. Recommended for chemistry and other natural science majors, pre-professional majors in engineering, medicine and dentistry. Chemistry 223 is the third of a three terms, 15-credit hour (5 hours/term), chemistry sequence designed to provide a year of general chemistry to science majors. It will meet transfer school requirements for such science majors as: chemistry, physics, chemical engineering, pre-medicine, and other pre-professional programs. The class consists of lecture and laboratory. The lecture time is used to provide the student with basic chemical concepts and mathematical applications to chemistry.  The laboratory re-enforces concepts presented in lecture and provides the student a hands-on opportunity to explore these.

Intended Outcomes for the course

Upon completion of this course the student should be able to:

  • Demonstrate an intermediate ability to use effective written and/or oral communication through the application of general chemistry concepts and reasoning using the language of chemistry.
  • Demonstrate a basic understanding of how general chemistry impacts the natural and technological environments.
  • Demonstrate an intermediate ability to use detailed data collection, analysis and collaborative skills in order to explore general chemical principles, critically evaluate models and information, draw conclusions and communicate results in the context of the material covered in General Chemistry III. 
  • Demonstrate a basic understanding of chemical principles and collaborative skills to effectively solve problems encountered in general chemistry using appropriate computational and reasoning skills.

Quantitative Reasoning

Students completing an associate degree at Portland Community College will be able to analyze questions or problems that impact the community and/or environment using quantitative information.

Aspirational Goals

Core Outcome 4: Cultural Awareness

Demonstrate appropriate cultural awareness within the general chemistry field.

Core Outcome 6:  Self Reflection

Demonstrate effective self-reflective skills within the general chemistry field.

Outcome Assessment Strategies

PCC Core Outcome Mapping: Core Outcome Communication - Mapping Level Indicator 3

Demonstrate an intermediate ability to use effective written and/or oral communication through the application of chemical concepts and reasoning using the language of chemistry.

PCC Core Outcome Mapping: Core Outcome Community and Environmental Responsibility - Mapping Level Indicator 2

Demonstrate basic understanding of how chemistry impacts the natural and technological environments.

PCC Core Outcome Mapping: Core Outcome Critical Thinking - Mapping Level Indicator 3

Demonstrate an intermediate ability to use detailed data collection, analysis and collaborative skills in order to explore general chemical principles, critically evaluate models and information, draw conclusions and communicate results.

PCC Core Outcome Mapping: Core Outcome Professional Competency Mapping Level Indicator 2

Demonstrate basic understanding of chemical principles and collaborative skills to effectively solve problems encountered in general chemistry using appropriate computational and reasoning skills.

General

At the beginning of the course, the instructor will detail the methods used to evaluate student progress and the criteria for assigning a course grade. The assessment methods may include one or more of the following: examinations, quizzes, homework assignments, laboratory write-ups, research papers, small group problem solving," oral presentations or maintenance of a personal lab notebook.

Course Content (Themes, Concepts, Issues and Skills)

CH223 Course Specific Objectives

The following objectives will be demonstrated by the student on written assignments or assessments in  lab or lecture.

Kinetics (Macroscale View)

Given initial concentrations and initial rates for multiple trials of a reaction, write the rate law for the reaction.  (Benchmark 85%)

Given a first order reaction, the integrated rate law, and any three of the four following data (initial concentration, final concentration, time, and rate constant), solve for the fourth.  (Benchmark 85%)

Discuss how a catalyst affects a chemical reaction.  (Benchmark 85%)

Given a multi-step mechanism for a reaction, identify any catalysts or intermediates.  (Benchmark 85%)

Given a two-step mechanism for a reaction with one step identified as the slow step, determine the observed rate law for the overall reaction.  (Benchmark 85%)

Given a balanced chemical equation and the forward and reverse rate constants, construct an appropriate reaction coordinate diagram.  (Benchmark 85%)

Given a set of data of the rate constant for a reaction at different temperatures, generate an appropriate, correctly labeled Arrhenius plot of ln k vs. 1/T to determine the best fit line and compute the activation energy and frequency factor, A, with appropriate units.  (Benchmark 85%)

Given the necessary set of the following values (k, Eact T, R) for a given reaction, utilize a given Arrhenius equation (either exponential or linear form) to determine one of the variables if the remaining are given.  (Benchmark 85%)

Equilibrium

Given or having determined the forward and reverse rate constants for a reaction, determine the value of the equilibrium constant.  (Benchmark 85%)

Given a balanced chemical equation for a homogeneous and/or heterogeneous equilibrium, generate a correct equilibrium constant expression and solve for the K, Q, and any of the concentrations.  (Benchmark 85%)

Given or having determined an equilibrium constant expression for a chemical reaction, perform correct manipulations of the equilibrium constant when manipulating an associated chemical equation by either reversing the reaction, multiplying through by a constant or adding reactions together, or any combination of the three.  (Benchmark 85%)

Given the value of an equilibrium constant, determine whether the reaction is reactant-favored or product-favored.  (Benchmark 85%)

Given a concentration vs. time graph for all species of a chemical reaction, identify balanced chemical equations that could be associated with that graph  (Benchmark 85%)

Given the value of the reaction quotient and the value of the equilibrium constant, predict the direction of the reaction will shift in order to reach equilibrium.  (Benchmark 85%)

Given a chemical equation, predict the response of the system at equilibrium when stresses such as change in volume, change in pressure (total or partial), change in concentration or change in temperature occur (LeChatelier’s principle).  (Benchmark 85%)

Given the enthalpy of a reaction, predict how the value of the equilibrium constant changes with temperature and vice versa.  (Benchmark 85%)

Given a balanced chemical equation and the value of the equilibrium constant, as well as a set of initial concentrations/pressures, generate and solve for equilibrium concentrations using an ICE table by a limited number of mathematical algorithms, to include any or all of the following:  (algebraic, quadratic functions, solve function on a calculator, an approximation method).   (Benchmark 85%)

Acids and Bases

Given a balanced chemical equation, identify an Arrhenius, Bronsted-Lowry, and Lewis acid and base as well as the conjugate acid/base.  (Benchmark 85%)

Given a balanced chemical equation, identify whether a chemical species is an acid or base and demonstrate an understanding of the concept of strong versus weak acids and bases.  (Benchmark 85%)

Write the dissociation reaction equation of water and write the algebraic expression for Kw.   (Benchmark 85%)

Write a dissociation reaction in water for any given acid or base, write the algebraic expression for Ka/Kb and use the expression to solve equilibrium problems.  (Benchmark 85%)

Given an acid or a base and the initial concentration, calculate pH, pOH,  [H3O+], [OH-], pKa pKb pKw and percent dissociation.  (Benchmark 85%)

Arrange a set of given acids or bases in order of increasing acid or base strength.  (Benchmark 85%)    

Demonstrate an understanding of acid/base strength vs. concentration and how these relate to pH.  (Benchmark 85%)

Given an aqueous solution of a salt,  predict whether a solution will be acidic, basic, or neutral.  (Benchmark 85%)

Buffers and Titrations

Given a weak acid/base and a salt, predict whether or not the resulting solution is a buffer and explain what a buffer is in terms of the common ion effect.  (Benchmark 85%)

Write a chemical equation for the addition of a strong acid or base to a given buffer solution.  (Benchmark 85%)

Given a buffer solution and the initial concentrations, calculate the pH of the buffer using ICE tables or Henderson-Hasselbalch equation.  (Benchmark 85%)

Given a buffer solution and the initial concentrations, calculate the pH of the buffer when a known amount of acid or base is added using ICE tables or Henderson-Hasselbalch equation.  (Benchmark 85%)

Calculate the quantities needed to prepare a buffer system at a given pH and recognize its range and capacity.  (Benchmark 85%)

Draw the titration curve for any combination of strong and/or weak acid/base solutions.  (Benchmark 85%)

Given the volume and concentration of the analyte and the concentration of the titrant, calculate the volume of titrant needed to reach the equivalence point and the pH of the equivalence point or half-equivalence point.  (Benchmark 85%)

Given the volume and concentration of the analyte and the volume and concentration of the titrant, calculate the pH in the buffer region.  (Benchmark 85%)

Solubility

Write the solubility product expression for ionic compounds.  (Benchmark 85%)

Calculate the solubility of a salt from its Ksp or vice versa.  (Benchmark 85%)

Given a salt solution, predict the effect on the solubility of the original salt when ion, acid, or base is added.  (Benchmark 85%)

Given a salt solution, calculate the solubility of a salt in the presence of common ions or acids/bases.  (Benchmark 85%)

Given a salt solution and the concentration of the ions, decide if a precipitate will form.   (Benchmark 85%)

Thermodynamics

Demonstrate an understanding of the concept of entropy and its relationship to spontaneity and to the dispersal of energy.  (Benchmark 85%)

Given a balanced chemical equation and a table of standard entropy values, predict and calculate the change in entropy.  (Benchmark 85%)

Given a balanced chemical equation, the temperature, and the associated entropy and enthalpy changes, predict if a reaction is spontaneous.  (Benchmark 85%)

Demonstrate an understanding of the concept of Gibbs  free energy and its relationship to temperature and spontaneity.  (Benchmark 85%)

Given a balanced chemical equation, calculate the Gibbs free energy change for a reaction using standard energy of formation of the reactants and products (delta Gºf).  (Benchmark 85%)

Demonstrate an understanding of the relationship of a free energy change for a reaction and its equilibrium constant, and predict whether the reaction is product- or reactant- favored.  (Benchmark 85%)

Given two of the following (free energy, equilibrium constant, and temperature) for a balanced chemical equation, calculate the third.  (Benchmark 85%)

Redox reactions

Given two half-reactions, determine the full balanced chemical equation in acid or base.  (Benchmark 85%)

Given two electrodes, draw and label the basic components of a galvanic/voltaic cell and describe why physical separation of the electrodes and the addition of a salt bridge is necessary in order for a cell to do electrical work.  (Benchmark 85%)

Determine which of two given electrodes is the anode and cathode.  (Benchmark 85%)

Draw a diagram for the “standard hydrogen electrode” and describe its role in determining standard reduction potentials.  (Benchmark 85%)

Given two electrodes and their standard reductions potential, calculate net cell voltages under standard conditions.  (Benchmark 85%)

Given a table of standard reduction potentials, rank the strengths of oxidizing and reducing agents and predict whether a redox reaction is reactant- or product-favored.  (Benchmark 85%)

Use the Nernst equation to calculate cell potentials under non-standard conditions for a given chemical reaction.  (Benchmark 85%)

Demonstrate an understanding of the relationship between free energy, standard cell voltage and the equilibrium constant.  (Benchmark 85%)

Given two of the following (free energy, standard cell voltage and the equilibrium constant), calculate the third.  (Benchmark 85%)

Using the stoichiometry of electrolysis, calculate the current or time needed to produce a given amount of product by electrolysis.  (Benchmark 85%)

The following list of topics may be covered in CH 221, 222 or 223 depending on which campus you take the respective course at.

Solids

Use the Electron-Sea Model to explain the properties of metals such as low melting and high boiling points, mechanical properties, electrical and thermal conductivity.  (Benchmark: 85%)     

Redox Reactions

Identify the oxidation state of any element in a given formula for a compound or polyatomic ion.  (Benchmark 85%)

Given a balanced chemical equation for a redox reaction, identify the species oxidized, the species reduced, the oxidizing agent, and the reducing agent.  (Benchmark 85%)

Solutions

Rank solutions of given concentrations in order of increasing or decreasing osmotic pressure, boiling point, or vapor pressure.  (Benchmark 85%)

Given two aqueous solutions of ionic compounds, predict the solubility of the resulting products with a solubility table.  (Benchmark 85%)

Write a total and net ionic equation that describes the reaction between two aqueous compounds.  (Benchmark 85%)

Organic Chemistry

Identify at least four of the following functional groups: alcohols, amines, esters, carboxylic acids, aldehydes, ketones, alkenes, alkynes.  (Benchmark 85%)

Identify structural isomers and geometric isomers.  (Benchmark 85%)

Kinetics (Particle View)

Define the rate of a chemical reaction in terms of the rate of consumption of reactants and the rate of formation of products.  (Benchmark 85%)

Use collision theory to explain chemical reactions and their rates.  (Benchmark 85%)

Nuclear Chemistry

Identify and describe alpha, beta, gamma, and positron emission.  (Benchmark 85%)

Use changes in the values of A and Z to write and balance nuclear equations.  (Benchmark 85%)

Predict the mode of decay of a given unstable isotope.  (Benchmark 85%)

Given the rate constant or half-life for a reaction, determine the other variable.  (Benchmark 85%)

Given the half-life and initial amount of radioactive material, determine the time required for a specific amount of that substance to decay.  (Benchmark 85%)

Describe the process of fission and fusion and their differences.  (Benchmark 85%)

Describe how radioactive isotopes are used in modern medicine.  (Benchmark 85%)