Guide for Lecturers. Catherine E. Housecroft. Catherine E. Housecroft and Edwin C. Constable

Transcription

1 1 Guide for Lecturers by Catherine E. Housecroft to accompany Chemistry Catherine E. Housecroft and Edwin C. Constable Contents 1 Some basic concepts 2 Atoms and atomic structure 3 Homonuclear covalent bonds 4 Heteronuclear diatomic molecules 5 Polyatomic molecules: shapes 6 Polyatomic molecules: bonding 7 Ions 8 Elements 9 Mass spectrometry 10 Introduction to spectroscopy 11 Vibrational and rotational spectroscopies 12 Electronic spectroscopy 13 NMR spectroscopy 14 Reaction kinetics 15 Equilibria 16 Thermodynamics 17 Electrochemistry 18 The conductivity of ions in solutions 19 Periodicity 20 Hydrogen and the s-block elements 21 p-block and high oxidation state d-block elements 22 Coordination chemistry of the d-block metals 23 Carbon compounds: an introduction 24 Acyclic and cyclic alkanes 25 Alkenes and alkynes 26 Polar organic molecules: an introduction 27 Halogenoalkanes 28 Ethers 29 Alcohols 30 Amines 31 Aromatic compounds 32 Carbonyl compounds 33 Molecules in nature

2 2 Appendices Appendices 13 and 14 are not printed in the main text, but can be found on the website accompanying the book; visit 1 Mathematical symbols 2 Greek letters with pronunciations 3 Abbreviations and symbols for quantities and units 4 The electromagnetic spectrum 5 Naturally occurring isotopes and their abundances 6 Van der Waals, metallic, covalent and ionic radii for the s-, p- and first row d-block elements 7 Pauling electronegativity values (χ P ) for selected elements 8 Ground state electronic configurations and ionization energies 9 Electron affinities 10 Standard enthalpies of atomization ( a H o ) of the elements at 298 K 11 Thermodynamic properties of selected compounds 12 Selected standard reduction potentials (298 K) 13 Trivial names in common use for selected inorganic and organic compounds, inorganic ions and organic substituents 14 Some regular polyhedra Target audience for Chemistry Chemistry is aimed at first year University undergraduates who are reading for a Chemistry degree or who are studying Chemistry as a subject within another degree programme, e.g. Biochemistry, Biosciences, Medical Sciences, Materials Sciences, Chemical Engineering or Natural Sciences. It is assumed that students using the book have studied the subject at school or college to at least an AS-level or equivalent, e.g. International Baccalaureate. Chapter 1 serves as a review base for a number of important topics and can be used by lecturers and students either for direct study or for reference purposes. The topics covered are: SI units and how to manipulate them in calculations large and small numbers and use of powers of 10 the proton, neutron and electron metals, non-metals and semi-metals allotropes states of matter phases and simple phase diagrams atomic number relative atomic and molecular masses isotopes the mole and the Avogadro constant gas laws and ideal gases introduction to the periodic table valence and core electrons concentrations of solutions reaction stoichiometry and balancing equations oxidation states an introduction to thermochemistry an introduction to intermolecular interactions empirical, molecular and structural formulae an introduction to basic nomenclature

3 3 The introduction to these basic concepts is supported by numerous worked examples and the student is shown how to manipulate units in calculations. This latter feature is retained throughout the book so as to encourage students to understand how to derive the correct units for the answer of any calculation. Practice is provided in going from derived to base SI units. The gas laws are covered in detail in Chapter 1 because their treatment within pre-university Chemistry courses is usually limited. How does the second edition differ from the first? Chemistry has developed from the first edition Chemistry: An Integrated Approach. The loss of the subtitle should not be taken to mean that the book has lost its crucial feature of linking the traditional branches of the subject! Students are still encouraged to recognize such links, and to achieve this, the book makes use of numerous cross-references highlighted in the margin. The change in book title arises from the reorganization of chapters into clearly designated introductory, physical, inorganic and organic groups. The decision to make this change was driven by feedback from readers of the first edition. Although a first year course may be taught by a single person, there are many institutions in which the material is delivered by a several lecturers, each of whom is associated with a traditional physical, inorganic and organic teaching section. Perhaps the most noticeable difference between the first and second editions of Chemistry is the change from two-colour to full-colour production. This has allowed us to introduce colour photographs to illustrate facets of real-life chemistry, and has also facilitated the colour-coding of many features in the book. For example, definitions appear in pale orange panels and are easily spotted by students. Cross references appear in blue in the margins, and worked examples are instantly recognizable from the red headings. The three-dimensional structural models (which come to life on the Web through the Visuals viewable using Chime TM ) are colourcoded in the book with the conventional grey for C, red to O, off-white for H, green for Cl, orange for Br, blue for N and so on. The organic content of the book has undergone considerable expansion in going from the first to second edition and a new chapter entitled Molecules in nature has been added. The book retains a functional-group approach to the teaching of organic chemistry but this is not at the expense of mechanistic detail. The increased coverage of spectroscopic methods provides an excellent background for their application in organic compound identification and structural determination. Attention is also paid to molecular orbital treatments where appropriate. The coverage of physical chemistry has been expanded and new chapters on Mass spectrometry, Equilibria and Conductivity of ions in solution have been introduced. In addition, there are now separate chapters on Thermodynamics and Electrochemistry and the latter has been expanded to include electrolytic cells. The number of end-of-chapter problems has increased considerably in going from the first to second editions and a new feature of the book is the Web-based Solutions Manual. For a couple of the longer chapters (Chapters 5 and 31), midchapter problems sets have been introduced to serve as a mid-point test session for students.

4 4 Visit Solutions Manual The Solutions Manual (written by Catherine E. Housecroft and Edwin C. Constable) is available on the Web and provides detailed answers to all the mid-chapter and end-of-chapter problems in the main text. In order that lecturers can make the most of using problems from the book for tutorials and workshops, the Solutions Manual has been placed on a password-protected site. The password can be obtained by lecturers and then disseminated or not to students as desired. Alternatively, the Solutions Manual can be printed from the Web and distributed as a handout to students. The Solutions Manual is available as 33 files (one per chapter), viewable using Acrobat Reader TM. Answers in the Solutions Manual have been presented in one of several styles. Where problems involve calculations, detailed working is given. The answers to problems which ask for reaction details such as mechanisms give full equations and explanations of the mechanisms of reactions. Answers to problems that require a discussion or short essay are usually formatted as a series of bullet points, thereby providing an essay plan around which a student can build an answer with reference to appropriate (cross referenced) sections of the main text. Visit Multiple choice question test bank: student-centred learning The Website that accompanies Chemistry features twelve multiple choice questions per chapter. Students can work through each set and have it graded on-line, with an opportunity to try the problem set again or submit for their recorded grade. The questions have been complied by one of the authors, Catherine E. Housecroft, and therefore marry well with the text. Visit A Web-based Mathematics Tutor: student-centred learning More and more students are now entering University science degree programmes with minimal Mathematics requirements. Many Chemistry courses address this by providing Mathematics-for-Chemists courses. With this background in mind, an innovative feature of Chemistry is the Mathematics Tutor. This is available on the Web and covers topics that are essential for an understanding of, in particular, first year physical chemistry. The Mathematics Tutor is a tool designed for a studentcentred learning approach. Each short section is followed by a set of problems; answers are given at the end of the Mathematics Tutor. Topics covered are: the constant π trigonometry significant figures exponential notation logarithms solving a quadratic equation plotting and interpreting graphs differentiation (an introduction) integration (an introduction) functions that tend to infinity

5 5 Using the book: chapter prerequisites In an ideal world, a chemistry course should be built around the recommended textbook so that the students gain as much as possible form the interaction between lecture, lecturer and textbook. This is indeed the case in many US Colleges and Universities. The content of the chapters in Chemistry follow in a logical order and build upon knowledge learned in earlier chapters. Many lecturers will, however, prefer to use the book differently, concentrating on, for example, the organic or physical topics. It is necessary, therefore, to recognize the prerequisites of each chapter and the guide below should be helpful. Chapter 1: this chapter covers concepts that most students will have seen before. There is, however, adequate coverage to start from scratch where necessary. Chapters 2-7 assume little by way of prerequisites save for a basic understanding of the concept of the covalent bond as shared electrons and the ionic bond as complete electron transfer. Chapter 8: a self-standing chapter about the elements; the concept of allotropes is assumed (reviewed in Chapter 1). Chapters 9-13 on spectroscopic methods are self-standing and no background knowledge is assumed. These chapters should be covered before the organic material in Chapters Chapters cover aspects of physical chemistry. The only prerequisite is an understanding of the concepts in Chapter 1. Chapter 15 (equilibria) should be studied before Chapters 16 and 17 (thermodynamics and electrochemistry). Adequate mathematical support is given in the Web Mathematics Tutor with some additional mathematical concepts explained in Theoretical Background boxes. Chapters deal with periodicity and descriptive chemistry of the s- and p-blocks. A knowledge of bonding from Chapters 2-7 is assumed as well as equilibria and free energy (Chapters 15-17). Chapter 22 looks at coordination chemistry of the first row d-block metals; crystal field theory for octahedral complexes is introduced. A knowledge of bonding from Chapters 2-7 is assumed, as well as redox equilibria and free energy (Chapters 15-17). Chapters cover organic chemistry. A knowledge of bonding (including hybridization) and dipole moments from Chapters 3-6 is assumed. It is also assumed that students are already familiar with equilibria (Chapter 15) and that the chapters on mass spectrometry and spectroscopic methods have been covered (Chapters 9-13). It is recommended that Chapters 23 to 33 be followed in sequence, although some chapters such as Chapter 28 (ethers), Chapter 30 (amines) and Chapter 33 (molecules in nature) could be omitted. Chemistry in the context of everyday life By use of examples in the text and boxed material, Chemistry makes every effort to link theory, synthetic methods and compounds to chemistry in action in the real world. The Boxes are colour-coded into five groups: theoretical and chemical background, commercial and laboratory applications, environment and biology,

6 6 mineral and chemical resources, and history. By putting new chemical knowledge into the context of everyday life, students should begin to see the relevance of what they are learning.