Inorganic Chemistry for Geochemistry and Environmental Sciences
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Course CHEM 3341, Inorganic Chemistry Professor Dr. Sheel Dodani Term Fall 2016 Meetings MWF 10:00-10:50 AM, MC 2.410
Course CHEM 3341, Inorganic Chemistry Professor Dr. Sheel Dodani Term Fall 2016 Meetings MWF 10:00-10:50 AM, MC 2.410 Professor’s Contact Information Office Phone 972-883-7283 Other Phone N/A Office Location Bioengineering Science Building (BSB) Email Address [email protected] Office Hours Wednesdays 11:30 AM – 12:30 PM, Thursdays 4 PM – 5 PM BSB 11.302 Other Information Please contact me for appointments outside of office hours General Course Information Pre-requisites, Co- requisites, & other Chem 2323 and Chem 2325 restrictions Survey of inorganic chemistry with emphasis on the modern concepts and theories of inorganic chemistry including electronic and geometric Course Description structure of inorganic compounds. Topics address contemporary physical and descriptive inorganic chemistry. Objectives The goal of this course is to provide students with a thorough foundation in atomic structure, periodicity, bonding and symmetry with subsequent extension of these basic principles to acid/base, solid state and coordination chemistry. Students will develop an understanding of the elements and the ability to predict the structures, certain properties and reactivities of a range of representative ionic and covalent compounds. Learning Expected Learning Outcomes Outcomes Upon successful completion of this course, students will therefore: 1. Be able to explain atomic structure and bonding using currently accepted theories. 2. Be able to use group theory to describe molecular orbital diagrams and molecular properties. 3. Be able to integrate knowledge of atomic structure with the structure and properties of ionic and molecular compounds. 4. Be able to explain the history, bonding and properties of representative main group elements, coordination and organometallic compounds Inorganic Chemistry, 5th Edition Required Texts & by Gary L. -
General Inorganic Chemistry
General Inorganic Chemistry Pre DP Chemistry Period 1 • Teacher: Annika Nyberg • [email protected] • Urgent messages via Wilma! Klicka här för att ändra format på underrubrik i bakgrunden • Course book: • CliffsNotes: Chemistry Quick Review http://www.chem1.com/acad/webtext/virtualtextbook.html Content • Introduction • The Structure of Matter (Chapter 1) • The Atom (Chapter 2 and 3) • Chemical bonding (Chapter 5) • The Mole (Chapter 2) • Solutions (Chapter 9) • Acids and bases (Chapter 10) • Quiz • Revision • EXAM 9.00-11.45 Assessment Exam: 80 % Quiz: 20% + practical work, activity and absences 1. Chemistry: a Science for the twenty-first century ● Chemistry has ancient roots, but is now a modern and active, evolving science. ● Chemistry is often called the central science, because a basic knowledge of chemistry is essential for students in biology, physics, geology and many other subjects. https://www.youtube.com/watch?v=tTlnrhiadnI ● Chemical research and development has provided us with new substances with specific properties. These substances have improved the quality of our lives. Health and medicine vaccines sanitation systems antibiotics anesthesia and all other drugs Energy new alternative energy sources (e.g. solar energy to electric energy, nuclear fission) electric cars with long lasting batteries Environment greenhouse gases acid rain and smog Materials and Technology ● polymers (rubber and nylon), ceramics (cookware), liquid crystals (electronic displays), adhesives (Post-It notes), coatings (latex-paint), silicon chips (computers) Food and Agriculture substances for biotechnology ● The purpose of this course is to make you understand how chemists see the world. ● In other words, if you see one thing (in the macroscopic world) you think another (visualize the particles and events in the microscopic world). -
Chemistry ‐ Student Learning Outcomes CHEM 100 Introduction to Chemistry 1.Analyze Chemical Reactions and Chemical Problems Through Stoichiometry
Chemistry ‐ Student Learning Outcomes CHEM 100 Introduction To Chemistry 1.analyze chemical reactions and chemical problems through stoichiometry. (ILO2) 2. predict properties of matter using atomic theory. (ILO2) 3. use the periodic table properly to determine trends in elements (atomic size, number of valence electrons, metallic character, electronegativity, etc.). (ILO2, ILO4) 4. perform chemical experiments in a safe, accurate, and scientific manner, using proper glasswares, graphs, and spreadsheets. (ILO2, ILO4) CHEM 160 Introduction to General, 1. calculate drug dosage using English and Metric unit interconversions and dimensional Organic & Biological analysis. (ILO4) Chemistry 2. identify different classes of organic compounds. (ILO2) 3. identify different functional groups in organic compounds. (ILO2) 4. write a research paper on biochemical disorders. (ILO4) 5. discuss the geographical/ethnic distribution of biochemical disorders. (ILO5) CHEM 200 General Inorganic Chemistry I 1. perform dimensional analysis calculations as they relate to problems involving percent composition and density. (ISLO2) 2. write chemical formulas, and name inorganic compounds. (ISLO2) 3. relate chemical equations and stoichiometry as they apply to the mole concept. (ISLO2) 4. identify the basic types of chemical reactions including precipitation, neutralization, and oxidation‐reduction. (ISLO4) 5. knowledge of atomic structure and quantum mechanics and apply these concepts to the study of periodic properties of the elements. (ISLO4) CHEM 202 General Inorganic Chemistry 1. examine and develop concepts of covalent bonding, orbital hybridization and II molecular orbital theory. (ISLO4) 2. identify and perform organic addition and elimination reactions. (ISLO2) 3. compare and analyze Thermodynamics properties and differentiate between spontaneity and maximum useful work heat and Free energy. (ISLO2) 4. -
CHEM 110 Week 1 Inorganic Chemistry I Atoms, Elements, and Compounds
CHEM 110 Week 1 Inorganic Chemistry I Atoms, Elements, and Compounds Week 1 Reading Assignment Your week 1 reading assignment has been selected from chapters 3 and 5 in your textbook. As part of your reading assignment, you are expected to work the sample problems and the selected “questions and problems” at the end of your book sections. The answers to the odd numbered “questions and problems” can be found at the end of your book chapters. You should use this key to check yourself. If you are having problems arriving at the correct answer as listed in the back of your book chapter, please email me. Read section 3.1 and answer the odd numbered “questions and problems” on page 85. Read section 3.2 and answer the odd numbered “questions and problems” on page 91. Read section 3.3 and answer “questions and problems” 3.15 and 3.17 on page 94. You do not have to know the experimental details used to determine the structure of an atom. Read section 3.4 and answer the odd numbered “questions and problems” on page 97. Read about isotopes and atomic mass in section 3.5 and answer “questions and problems” 3.29 and 3.31 on page 100. Skip the part on calculating atomic mass using isotopes. Read section 3.6. Read section 3.7. Read about “Group Number and Valence Electrons” and “Electron-Dot Symbols” in section 3.8. Answer “questions and problems” 3.57 and 3.59 on page 118. Read section 5.1 and answer the odd numbered “questions and problems” on page 163 and 164. -
Mixtures Comment on What You Observe in This Photograph
Elements Compounds Mixtures Comment on what you observe in this photograph. How do the sweets in this photograph model the idea of elements, compounds and mixtures? Elements, Compounds & Mixtures By the end of this topic students should be able to… • Identify elements, compounds and mixtures. • Define and explain the terms element, compound and mixture. • Give examples of elements, compounds and mixtures. • Describe the similarities and differences between elements, compounds and mixtures. Elements, Compounds & Mixtures How can I classify the different materials in the world around me? Elements, Compounds & Mixtures Elements, Compounds & Mixtures Elements, Compounds & Mixtures Elements, Compounds & Mixtures Elements, Compounds & Mixtures Elements, Compounds & Mixtures • What other classification systems do scientists use? • One example is the classification of plants and animals in biology. Elements, Compounds & Mixtures Could I have a brief introduction to elements, compounds and mixtures? Elements, Compounds & Mixtures • Iron and sulfur are both chemical elements. • A mixture of iron and sulfur can be separated by a magnet because iron can be magnetised but sulfur cannot. Elements, Compounds & Mixtures Duration 10 seconds. Duration • Iron and sulfur are both chemical elements. • A mixture of iron and sulfur can be separated by a magnet because iron can be magnetised but sulfur cannot. Elements, Compounds & Mixtures • Iron and sulfur react to form the compound iron(II) sulfide. • The compound iron(II) sulfide has new properties that are different to those of iron and sulfur, e.g. iron(II) sulfide is not attracted towards a magnet. Elements, Compounds & Mixtures Duration Duration 25 seconds. • Iron and sulfur react to form the compound iron(II) sulfide. -
25Th Anniversary of Molecules—Recent Advances in Inorganic Chemistry
molecules Editorial 25th Anniversary of Molecules—Recent Advances in Inorganic Chemistry Burgert Blom 1,* , Erika Ferrari 2 , Vassilis Tangoulis 3 ,Cédric R. Mayer 4, Axel Klein 5 and Constantinos C. Stoumpos 6 1 Maastricht Science Programme, Assistant Professor of Inorganic Chemistry and Catalysis, Maastricht University, Kapoenstraat 2, P.O. Box 616, 6200 MD Maastricht, The Netherlands 2 Department of Chemical and Geological Sciences, University of Modena and Reggio Emilia, Via Campi 103, 41125 Modena, Italy; [email protected] 3 Department of Chemistry, University of Patras, 26504 Patras, Greece; [email protected] 4 Laboratoire LuMin, FRE CNRS 2036, CNRS, Université Paris-Sud, ENS Paris-Saclay, Centrale Supelec, Université Paris-Saclay, F-91405 Orsay CEDEX, France; [email protected] 5 Department für Chemie, Institut für Anorganische Chemie, Universität zu Köln, Greinstraße 6, 50939 Köln, Germany; [email protected] 6 Department of Chemistry, Northwestern University, Evanston, IL 60208, USA; [email protected] * Correspondence: [email protected] Celebrating the “25th Anniversary of Molecules” with a Special Issue dedicated to “Recent Advances in Inorganic Chemistry” strengthens the renewed role that inorganic chemistry, one of the oldest chemistry divisions, has lately earned thanks to cutting-edge perspectives and interdisciplinary applications, eventually receiving the veneration and respect which its age might require [1,2]. The last 25 years have seen staggering advances in both solid-state, molecular, catalytic Citation: Blom, B.; Ferrari, E.; Tangoulis, V.; Mayer, C.R.; Klein, A.; and bio-inorganic chemistry. Some notable highlights in molecular inorganic chemistry Stoumpos, C.C. 25th Anniversary of over the last 2.5 decades certainly must include the propensity of heavy p-block elements Molecules—Recent Advances in (those in period 3 or higher) to undergo multiple bonding with other heavy p-block Inorganic Chemistry. -
Titanium, Aluminum Or Steel?
Titanium, Aluminum or Steel? Thomas G Stoebe Professor Emeritus, University of Washington, Seattle, WA and National Resource Center for Materials Technology Education Edmonds Community College 20000 68 Ave West Lynnwood, WA 98036 425-890-4652; [email protected] Copyright Edmonds Community College 2008 Abstract: Testing of metals is usually undertaken with sophisticated instruments. However, you can demonstrate to your students the basic differences between certain classes of metals using the simple spark test, presented here. You can even have your students test their “titanium” sports equipment to see if it really titanium! In many cases, they will find that the name “titanium” is used for marketing but little will be found in the product. In the process, students see the visible result of the carbon content in steel, and the lack of carbon in other materials, plus realize the reactivity of titanium metal. Module Objective: This simple demonstration provides an introduction to materials and materials testing. Even though this technique is limited to certain metals, it helps the student understand that different materials are different, and that materials that look alike are not necessarily the same. It also provides an opportunity to describe ferrous and non-ferrous materials and their basic differences, and one effect of heating on these different materials. Titanium is sufficiently reactive in air that it gives off sparks even with no carbon present. Since so many products today indicate that they are made of titanium, this test also provides a simple means to test for titanium in a product. This demonstration can also be expanded into a lab experiment to identify unknown materials. -
Biosorption of Heavy Metals from Aqueous Solutions Using Keratin Biomaterials
UNIVERSITAT AUTÒNOMA DE BARCELONA Biosorption of heavy metals from aqueous solutions using keratin biomaterials Helan Zhang Doctoral Thesis PhD in Chemistry Supervisor Cristina Palet Ballús Departament de Química Facultat de Ciències 2014 UNIVERSITAT AUTÒNOMA DE BARCELONA Dissertation submitted for the degree of doctor Helan Zhang Supervisor Prof. Cristina Palet Ballús Full professor of Analytical Chemistry Group leader in Centre Grup de Tècniques de Separació en Química (GTS), in Universitat Autònoma de Barcelona (UAB) Bellaterra (Cerdanyola del Vallès), 12th June 2014 Acknowledgements My deepest gratitude goes first and foremost to Prof. Cristina Palet, my supervisor, for her countless support, constant encouragement and invaluable advice and guidance throughout the course of my research work. Without her patient instruction, insightful criticism and expert guidance, the completion of this thesis would not have been possible. During this time, I have learnt from her a lot not only about professional knowledge, but also the truth in life. I would like to express my heartfelt gratitude to Professor Fang Yu (my supervisor during Master), who triggered my love of scientific research. His rigorous, meticulous, serious, and responsible academic attitude has always been my role model. I am also extremely grateful to my uncle, Guangliang Zhang, who furthered my motivation in study and guided me to University. I am deeply indebted to Prof. Fernando Carrillo from Universitat Politècnica de Catalunya, whose valuable ideas and suggests with his profound knowledge and rich research experience are indispensable to the completion of this thesis. I take this opportunity to record my sincere thanks to all the members of GTS for their help and encouragement. -
Photoionization of Kcs Molecule: Origin of the Structured Continuum?
atoms Article Photoionization of KCs Molecule: Origin of the Structured Continuum? Goran Pichler 1,*, Robert Beuc 1, Jahja Kokaj 2, David Sarkisyan 3, Nimmy Jose 2 and Joseph Mathew 2 1 Institute of Physics, 10000 Zagreb, Croatia; [email protected] 2 Department of Physics, Kuwait University, P.O. Box 5969, Safat 13060, Kuwait; [email protected] (J.K.); [email protected] (N.J.); [email protected] (J.M.) 3 Institute for Physical Research, Armenian Academy of Science, Ashtarak 0203, Armenia; [email protected] * Correspondence: [email protected]; Tel.: +385-91-469-8826 Received: 30 April 2020; Accepted: 26 May 2020; Published: 28 May 2020 Abstract: We report the experimental observation of photoionization bands of the KCs molecule in the deep ultraviolet spectral region between 200 and 420 nm. We discuss the origin of observed photoionization bands as stemming from the absorption from the ground state of the KCs molecule to the excited states of KCs+ molecule for which we used existing potential curves of the KCs+ molecule. An alternative explanation relies on the absorption from the ground state of the KCs molecule to the doubly excited states of the KCs** molecule, situated above the lowest molecular state of KCs+. The relevant potential curves of KCs** are not known yet, but all those KCs** potential curves are certainly autoionizing. However, these two photoionization pathways may interfere resulting in a special interference structured continuum, which is observed as complex bands. Keywords: photoionization; alkali molecule; autoionization of molecule; heteronuclear molecule 1. Introduction High-temperature alkali mixtures possessing high densities of constituents enable observation of the characteristic bands of mixed alkali molecules [1]. -
Chemistry and Biochemistry (CHBC) 1
Chemistry and Biochemistry (CHBC) 1 3. Each advanced degree candidate must present a suitable program Chemistry and of advanced courses and research. The specific courses needed to provide a basis for scholarly work beyond the B.S. level will vary with Biochemistry (CHBC) the student’s undergraduate preparation, area of concentration and the degree sought. Individual course enrollments must be approved initially by the graduate adviser and subsequently by the student’s Matt McIntosh advisory committee. Department Chair 119 Chemistry Building 4. Every student must register for a minimum of one credit hour of 479-575-4362 CHEM 600V or CHEM 700V in each term during which the student Email: [email protected] is present and doing thesis or dissertation research. Post-candidacy doctoral students are required to be enrolled in at least one hour Julie Stenken of dissertation credit (CHEM 700V) every semester (fall, spring, Director of Graduate Studies summer), until the degree is conferred. 119 Chemistry Building 479-575-7945 Additional Requirement for Master of Science Degree:The Master Email: [email protected] of Science degree in Chemistry requires a minimum 24 hours of course work plus six hours of thesis. A thesis reporting original research will be Department of Chemistry and Biochemistry Website (https:// required of all candidates for the Master of Science degree in chemistry. fulbright.uark.edu/departments/chemistry/) Students should also be aware of Graduate School requirements with Degrees Conferred: regard to master's degrees (http://catalog.uark.edu/graduatecatalog/ M.S., Ph.D. in Chemistry (CHEMMS, CHEMPH) degreerequirements/#mastersdegreestext). Areas of Study: Analytical, inorganic, organic, physical, biophysical, and Requirements for Ph.D. -
Chapter 4. METAL-SPECIFIC TOPICS and METHODS
1 4. METAL-SPECIFIC TOPICS AND METHODS 2 3 This chapter discusses metal-specific topics and methods to be used in the assessment of 4 risk to humans and ecological entities from exposures to inorganic metals. It applies information 5 and text from the metals issue papers and reflects contributions by EPA scientists and external 6 experts. The final metals issue papers are available on the EPA Web site at 7 http://cfpub.epa.gov/ncea/raf/recordisplay.cfm?deid=86119. 8 Key topics and tools in this section are presented in subsections on environmental 9 chemistry, exposure pathway analysis, human health effects, and ecological effects. The 10 applications and limitations of the various models and methods for conducting metals 11 assessments are presented to inform the reader. Topics and tools related to bioavailability and 12 bioaccumulation are discussed throughout Chapter 4 because they have far reaching impact that 13 crosses many aspects of metals assessment. 14 15 4.1. ENVIRONMENTAL CHEMISTRY 16 4.1.1. Introduction and Terminology 17 A general review of factors pertaining to the chemistry of metals in sediments, soils, 18 waters, and the atmosphere is presented in this chapter in the context of risk assessment. 19 Because the behavior of metals defies simple generalities, it is necessary to understand the 20 chemistry of the particular metal and the environment of concern. However, we can generalize 21 factors that control metal chemistry and environmental characteristics where this generalization 22 allows us to progress with estimates of metal fate and effects. 23 Metal speciation determines the behavior and toxicity of metals in the environment. -
Transfer of Heavy Metals Through Terrestrial Food Webs: a Review
Gall, et al. 2015. Published in Environmental Monitoring and Assessment. 187:201 Transfer of heavy metals through terrestrial food webs: areview Jillian E. Gall & Robert S. Boyd & Nishanta Rajakaruna Abstract Heavy metals are released into the environ- metal-tolerant insects, which occur in naturally high- ment by both anthropogenic and natural sources. Highly metal habitats (such as serpentine soils) and have adap- reactive and often toxic at low concentrations, they may tations that allow them to tolerate exposure to relatively enter soils and groundwater, bioaccumulate in food high concentrations of some heavy metals. Some webs, and adversely affect biota. Heavy metals also metallophyte plants are hyperaccumulators of certain may remain in the environment for years, posing long- heavy metals and new technologies using them to clean term risks to life well after point sources of heavy metal metal-contaminated soil (phytoextraction) may offer pollution have been removed. In this review, we compile economically attractive solutions to some metal pollu- studies of the community-level effects of heavy metal tion challenges. These new technologies provide incen- pollution, including heavy metal transfer from soils to tive to catalog and protect the unique biodiversity of plants, microbes, invertebrates, and to both small and habitats that have naturally high levels of heavy metals. large mammals (including humans). Many factors con- tribute to heavy metal accumulation in animals includ- Keywords Ecosystem health . Metal toxicity. Metal ing behavior, physiology, and diet. Biotic effects of hyperaccumulation . Bioaccumulation . Environmental heavy metals are often quite different for essential and pollution . Phytoremediation non-essential heavy metals, and vary depending on the specific metal involved.