Chemical Thermodynamics”, Chapter 18 from the Book Principles of General Chemistry (Index.Html) (V
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Chemistry Courses 2005-2006
Chemistry Courses 2005-2006 Autumn 2005 Chem 11101 General Chemistry I, Variant A Lee Chem 11102 General Chemistry I, Variant B Norris Chem 12200 Honors General Chemistry I Levy Chem 22000 Organic Chemistry I Yu Chem 22300 Intermediate Organic Chemistry Mrksich Chem 26100 Quantum Mechanics Mazziotti Chem 30100 Advanced Inorganic Chemistry Hopkins Chem 30900 Bioinorganic Chemistry He Chem 32100 Physical Organic Chemistry I Ismagilov Chem 32200 Organic Synthesis and Structure Rawal Chem 32600 Protein Fundamentals Piccirilli Chem 36100 Wave Mechanics & Spectroscopy Butler Chem 36400 Chemical Thermodynamics Dinner Winter 2006 Chem 11201 General Chemistry II, Variant A Scherer Chem 11202 General Chemistry II, Variant B Butler Chem 12300 Honors General Chemistry II Dinner Chem 20100 Inorganic Chemistry I Hillhouse Chem 22100 Organic Chemistry II Rawal Chem 23100 Honors Organic Chemistry II Kozmin Chem 26200 Thermodynamics Norris Chem 26700 Experimental Physical Chemistry Levy Chem 30200 Synthesis & Physical Methods in Inorganic Chemistry Jordan Chem 30400 Organometallic Chemistry Bosnich Chem 32300 Tactics of Organic Synthesis Yamamoto Chem 32400 Physical Organic Chemistry II Mrksich Chem 36200 Quantum Mechanics Freed Chem 36300 Statistical Mechanics Mazziotti Chem 38700 Biophysical Chemistry Lee Spring 2006 Chem 11301 General Chemistry III, Variant A Kozmin Chem 11302 General Chemistry III, Variant B Guyot-Sionnest Chem 20200 Inorganic Chemistry II Jordan Chem 22200 Organic Chemistry III Kent Chem 23200 Honors Organic Chemistry III Yamamoto Chem 22700 Advanced Organic / Inorganic Laboratory (8 students) He Chem 26300 Chemical Kinetics and Dynamics Sibner Chem 26800 Computational Chemistry & Biology Freed Chem 30600 Chemistry of the Elements Hillhouse Chem 31100 Supramolecular Chemistry Bosnich Chem 32500 Bioorganic Chemistry Piccirilli Chem 32900 Polymer Chemistry Yu Chem 33000 Complex Systems Ismagilov Chem 36500 Chemical Dynamics Scherer Chem 36800 Advanced Computational Chemistry & Biology Freed . -
Entropy and Life
Entropy and life Research concerning the relationship between the thermodynamics textbook, states, after speaking about thermodynamic quantity entropy and the evolution of the laws of the physical world, that “there are none that life began around the turn of the 20th century. In 1910, are established on a firmer basis than the two general American historian Henry Adams printed and distributed propositions of Joule and Carnot; which constitute the to university libraries and history professors the small vol- fundamental laws of our subject.” McCulloch then goes ume A Letter to American Teachers of History proposing on to show that these two laws may be combined in a sin- a theory of history based on the second law of thermo- gle expression as follows: dynamics and on the principle of entropy.[1][2] The 1944 book What is Life? by Nobel-laureate physicist Erwin Schrödinger stimulated research in the field. In his book, Z dQ Schrödinger originally stated that life feeds on negative S = entropy, or negentropy as it is sometimes called, but in a τ later edition corrected himself in response to complaints and stated the true source is free energy. More recent where work has restricted the discussion to Gibbs free energy because biological processes on Earth normally occur at S = entropy a constant temperature and pressure, such as in the atmo- dQ = a differential amount of heat sphere or at the bottom of an ocean, but not across both passed into a thermodynamic sys- over short periods of time for individual organisms. tem τ = absolute temperature 1 Origin McCulloch then declares that the applications of these two laws, i.e. -
Organocatalytic Asymmetric N-Sulfonyl Amide C-N Bond Activation to Access Axially Chiral Biaryl Amino Acids
ARTICLE https://doi.org/10.1038/s41467-020-14799-8 OPEN Organocatalytic asymmetric N-sulfonyl amide C-N bond activation to access axially chiral biaryl amino acids Guanjie Wang1, Qianqian Shi2, Wanyao Hu1, Tao Chen1, Yingying Guo1, Zhouli Hu1, Minghua Gong1, ✉ ✉ ✉ Jingcheng Guo1, Donghui Wei 2 , Zhenqian Fu 1,3 & Wei Huang1,3 1234567890():,; Amides are among the most fundamental functional groups and essential structural units, widely used in chemistry, biochemistry and material science. Amide synthesis and trans- formations is a topic of continuous interest in organic chemistry. However, direct catalytic asymmetric activation of amide C-N bonds still remains a long-standing challenge due to high stability of amide linkages. Herein, we describe an organocatalytic asymmetric amide C-N bonds cleavage of N-sulfonyl biaryl lactams under mild conditions, developing a general and practical method for atroposelective construction of axially chiral biaryl amino acids. A structurally diverse set of axially chiral biaryl amino acids are obtained in high yields with excellent enantioselectivities. Moreover, a variety of axially chiral unsymmetrical biaryl organocatalysts are efficiently constructed from the resulting axially chiral biaryl amino acids by our present strategy, and show competitive outcomes in asymmetric reactions. 1 Key Laboratory of Flexible Electronics & Institute of Advanced Materials, Jiangsu National Synergetic Innovation Center for Advanced Materials, Nanjing Tech University, 30 South Puzhu Road, Nanjing 211816, China. 2 College -
Physical Changes, Chemical Changes, and How to Tell the Difference
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Physical Changes, Chemical Changes, and How to Tell the Difference Presented by: Adam Boyd December 5, 2012 6:30 p.m. – 8:00 p.m. Eastern time 1 Introducing today’s presenter… Adam Boyd Senior Education Associate Office of K–8 Science American Chemical Society 2 American Chemical Society Physical Changes, Chemical Changes, and How to Tell the Difference Adam M. Boyd Education Division American Chemical Society Our Goals Inquiry Based Activities – Clues of chemical change How to Science Background distinguish? – Chemical and Physical Properties – Chemical and Physical Change American Chemical Society 4 IYC Kits www.acs.org/iyckit American Chemical Society 5 IYC Kit Lesson Components 1. Lesson Summary 1 2. Key Concepts 3. Safety 2 4. The chemistry continues 5. Scientist introduction 6. Teacher demonstration(s) 3 7. Student activity Student activity sheet 8. Class discussion 9. Teacher demonstration 10. Application 4 American Chemical Society 6 IYC Kit Classic clues of chemical change? American Chemical Society 7 IYC Kit 1. Production of a gas Classic clues of chemical change? American Chemical Society 8 IYC Kit 1. Production of a gas Classic clues of chemical change? 2. Color change American Chemical Society 9 IYC Kit 1. Production of a gas Classic clues of chemical change? 2. Color change 3. Formation of a precipitate American Chemical Society 10 IYC Kit 1. Production of a gas Classic clues of chemical change? 2. Color change 3. Formation of a precipitate 4. Temperature change American Chemical Society 11 Chemical change or Physical change? Chemical change or Physical change? Chemical Change Physical Change IYC Kit 1. -
Reliable Determination of Amidicity in Acyclic Amides and Lactams Stephen A
Article pubs.acs.org/joc Reliable Determination of Amidicity in Acyclic Amides and Lactams Stephen A. Glover* and Adam A. Rosser Department of Chemistry, School of Science and Technology, University of New England, Armidale, NSW 2351, Australia *S Supporting Information ABSTRACT: Two independent computational methods have been used for determination of amide resonance stabilization and amidicities relative to N,N-dimethylacetamide for a wide range of acyclic and cyclic amides. The first method utilizes carbonyl substitution nitrogen atom replacement (COSNAR). The second, new approach involves determination of the difference in amide resonance between N,N-dimethylacetamide and the target amide using an isodesmic trans-amidation process and is calibrated relative to 1-aza-2-adamantanone with zero amidicity and N,N-dimethylace- tamide with 100% amidicity. Results indicate excellent coherence between the methods, which must be regarded as more reliable than a recently reported approach to amidicities based upon enthalpies of hydrogenation. Data for acyclic planar and twisted amides are predictable on the basis of the degrees of pyramidalization at nitrogen and twisting about the C−N bonds. Monocyclic lactams are predicted to have amidicities at least as high as N,N-dimethylacetamide, and the β-lactam system is planar with greater amide resonance than that of N,N- dimethylacetamide. Bicyclic penam/em and cepham/em scaffolds lose some amidicity in line with the degree of strain-induced pyramidalization at the bridgehead nitrogen and twist about the amide bond, but the most puckered penem system still retains substantial amidicity equivalent to 73% that of N,N-dimethylacetamide. ■ INTRODUCTION completed by a third resonance form, III, with no C−N pi Amide linkages are ubiquitous in proteins, peptides, and natural character and on account of positive polarity at carbon and the or synthetic molecules and in most of these they possess, electronegativity of nitrogen, must be destabilizing. -
Chemical Thermodynamics and Staged Unit Operations
Beginning of Course Memorandum (BOCM) University of Virginia Fall, 2013 CHE 3316 Chemical Thermodynamics and Staged Unit Operations Revised October 22 Instructor: John O'Connell: Office Chemical Engineering 310; Voice (434) 924-3428; E-mail: [email protected] Office Hours: TR1400-1730, Others TBA GTA: Sabra Hanspal: Office CHE 217A; Voice 4-1476; E-mail: [email protected]; Office Hours: MF 12-2 PM Class Meetings: CHE 005, TR 0930-1045, T 1300-1350 Texts: "Lectures in Thermodynamics, Volume 2 (Beta Version)", by J.M. Haile & J.P. O'Connell, 2008 - 12, Electronic copy on CD available from instructor for $15. Total 641 pages. "Separation Process Engineering, 3rd Ed.", by P.C. Wankat, Prentice Hall, 2012. References: “Physical and Chemical Equilibrium for Chemical Engineers, 2nd Ed.” by N. de Nevers, Wiley-Interscience, New York, 2012. "Introduction to Chemical Engineering Thermodynamics, 7th Ed.," by J.M. Smith, H.C. Van Ness, and M.M. Abbott (SVNA). McGraw-Hill, New York, 2005. "Chemical, Biochemical, & Engineering Thermodynamics, 4th Ed.," by S.I. Sandler, John Wiley, 2006. "Schaum's Outline of Thermodynamics with Chemical Applications, 2nd Ed.," by H.C. Van Ness & M.M.Abbott, Schaum's Outlines, McGraw-Hill, 1989. "Lectures in Thermodynamics, Volume 1," by J.M. Haile, Macatea Productions, 2002. “Unit Operations of Chemical Engineering, 7th Ed.”, W. McCabe, J. Smith, & P. Harriott, New York, McGraw-Hill, 2004. “Principles of Chemical Separations with Environmental Applications,” R.D. Noble & P.A. Terry, Cambridge, UK, Cambridge University Press, 2004. “Perry’s Chemical Engineers’ Handbook, 8th Ed.,” D. Green & R. Perry, New York, McGraw-Hill, 2007. -
42 the Reaction Between Zinc and Copper Oxide
The reaction between zinc and copper oxide 42 In this experiment copper(II) oxide and zinc metal are reacted together. The reaction is exothermic and the products can be clearly identified. The experiment illustrates the difference in reactivity between zinc and copper and hence the idea of competition reactions. Lesson organisation This is best done as a demonstration. The reaction itself takes only three or four minutes but the class will almost certainly want to see it a second time. The necessary preparation can usefully be accompanied by a question and answer session. The zinc and copper oxide can be weighed out beforehand but should be mixed in front of the class. If a video camera is available, linked to a TV screen, the ‘action’ can be made more dramatic. Apparatus and chemicals Eye protection Bunsen burner • Heat resistant mat Tin lid Beaker (100 cm3) Circuit tester (battery, bulb and leads) (Optional) Safety screens (Optional) Test-tubes, 2 (Optional – see Procedure g) Test-tube rack Access to a balance weighing to the nearest 0.1 g The quantities given are for one demonstration. Copper(II) oxide powder (Harmful, Dangerous for the environment), 4 g Zinc powder (Highly flammable, Dangerous for the environment), 1.6 g Dilute hydrochloric acid, approx. 2 mol dm-3 (Irritant), 20 cm3 Zinc oxide (Dangerous for the environment), a few grams Copper powder (Low hazard), a few grams. Concentrated nitric acid (Corrosive, Oxidising), 5 cm3 (Optional – see Procedure g) Technical notes Copper(II) oxide (Harmful, Dangerous for the environment) Refer to CLEAPSS® Hazcard 26. Zinc powder (Highly flammable, Dangerous for the environment) Refer to CLEAPSS® Hazcard 107 Dilute hydrochloric acid (Irritant at concentration used) Refer to CLEAPSS® Hazcard 47A and Recipe Card 31 Concentrated nitric acid (Corrosive, Oxidising) Refer to CLEAPSS® Hazcard 67 Copper powder (Low hazard) Refer to CLEAPSS® Hazcard 26 Zinc oxide (Dangerous for the environment) Refer to CLEAPSS® Hazcard 108. -
The Birth of Modern Chemistry
The Birth of Modern Chemistry 3rd semester project, Fall 2008 NIB Group nr.5, House 13.2 Thomas Allan Rayner & Aiga Mackevica Supervisor: Torben Brauner Abstract Alchemy was a science practiced for more than two millennia up till the end of 18th century when it was replaced by modern chemistry, which is practiced up till this very day. The purpose of this report is to look into this shift and investigate whether this shift can be classified as a paradigm shift according to the famous philosopher Thomas Kuhn, who came up with a theory on the structure of scientific revolutions. In order to come to draw any kind of conclusions, the report summarizes and defines the criteria for what constitutes a paradigm, crisis and paradigm shift, which are all important in order to investigate the manner in which a paradigm shift occurs. The criteria are applied to the historical development of modern chemistry and alchemy as well as the transition between the two sciences. As a result, alchemy and modern chemistry satisfy the requirements and can be viewed as two different paradigms in a Kuhnian sense. However, it is debatable whether the shift from alchemy to modern chemistry can be called a paradigm shift. 2 Acknowledgments We would like to thank Torben Brauner for his guidance throughout the project period as our supervisor. We would also like to thank our opposing group – Paula Melo Paulon Hansen, Stine Hesselholt Sloth and their supervisor Ole Andersen for their advice and critique for our project. 3 Table of Contents 1. Introduction ................................................................................................................................ 5 2. -
Chapter 19 Chemical Thermodynamics
Chapter 19 Chemical Thermodynamics Entropy and free energy Learning goals and key skills: Explain and apply the terms spontaneous process, reversible process, irreversible process, and isothermal process. Define entropy and state the second law of thermodynamics. Calculate DS for a phase change. Explain how the entropy of a system is related to the number of possible microstates. Describe the kinds of molecular motion that a molecule can possess. Predict the sign of DS for physical and chemical processes. State the third law of thermodynamics. Compare the values of standard molar entropies. Calculate standard entropy changes for a system from standard molar entropies. Calculate the Gibbs free energy from the enthalpy change and entropy change at a given temperature. Use free energy changes to predict whether reactions are spontaneous. Calculate standard free energy changes using standard free energies of formation. Predict the effect of temperature on spontaneity given DH and DS. Calculate DG under nonstandard conditions. Relate DG°and equilibrium constant (K). Review Chapter 5: energy, enthalpy, 1st law of thermo Thermodynamics: the science of heat and work Thermochemistry: the relationship between chemical reactions and energy changes Energy (E) The capacity to do work or to transfer heat. Work (w) The energy expended to move an object against an opposing force. w = F d Heat (q) Derived from the movements of atoms and molecules (including vibrations and rotations). Enthalpy (H) Enthalpy is the heat absorbed (or released) by a system during a constant-pressure process. 1 0th Law of Thermodynamics If A is in thermal equilibrium with B, and B is in thermal equilibrium with C, then C is also in thermal equilibrium with A. -
General Chemistry Course Description
Chemistry 110: General Chemistry Note: this is a representative syllabus for Chemistry 110. It is here for informational purposes. It is not intended to substitute for or replace the syllabus your instructor provides. Course Description: Introduction to the general principles of chemistry for students planning a professional career in chemistry, a related science, the health professions, or engineering. Stoichiometry, atomic structure, chemical bonding and geometry, thermochemistry, gases, types of chemical reactions, statistics. Weekly laboratory exercises emphasize quantitative techniques and complement the lecture material. Weekly discussion sessions focus on homework assignments and lecture material. Prerequisite: Mathematics 055 or equivalent. Previous high school chemistry not required. Taught: Annually, 5 semester credits. Course Components: Lecture, Recitation section, Laboratory Textbook: Steven S. Zumdahl and Susan A. Zumdahl, Chemistry, 5th Ed., Houghton Mifflin Company (New York, 2000). The text is available in the college bookstore. Lab Manual: Chemistry Department Faculty, Chemistry 110 Lab Manual, Fall, 2001 Edition, Kinkos. These may be purchased from Linda Noble, the Chemistry Secretary. Safety Goggles: These must be worn at all times in the laboratory. They can be purchased in the college bookstore. Calculator: Must have logs and exponential capability. Lab Notebook: This is a bound duplicate notebook with numbered pages. It can be purchased in the college bookstore Lecture Schedule 1.1-1.5 introduction, laboratory precision -
Course Syllabus
Course Syllabus Department: Science & Technology Date: January 2015 I. Course Prefix and Number: CHM 205 Course Name: Organic Chemistry I – Lecture Only Credit Hours and Contact Hours: 4 credit hours and 4 (3:0:1) contact hours Catalog Description including pre- and co-requisites: A systematic study of the chemistry of carbon compounds emphasizing reactions, mechanisms, and synthesis with a focus on functional groups, addition reactions to alkenes and alkynes, alcohols and ethers, stereochemistry, nomenclature, acid-base chemistry, reaction kinetics and thermodynamics. Completion of General Chemistry II or equivalent with a grade of C or better is prerequisite. II. Course Outcomes and Objectives Student Learning Outcomes: Upon completion of this course, the student will be able to: Demonstrate an understanding of basic principles of organic chemistry and how they relate to everyday experiences. Demonstrate problem solving and critical thinking skills Apply methods of scientific inquiry. Apply problem solving techniques to real-world problems. Demonstrate an understanding of the chemical environment and the role that organic molecules play in the natural and the synthetic world. Relationship to Academic Programs and Curriculum: This course is required for majors in chemistry, chemical engineering, biology, biotechnology, pharmacology, and other pre-professional programs. College Learning Outcomes Addressed by the Course: writing computer literacy oral communications ethics/values X reading citizenship mathematics global concerns X critical thinking information resources 1 III. Instructional Materials and Methods Types of Course Materials: A standard two-semester 200 level organic textbook and workbook. Methods of Instruction (e.g. Lecture and Seminar …): Three hours of lecture, with a one hour recitation period for individual as well as group learning activities such as case studies and guided learning activities. -
Changes: Physical Or Chemical? by Cindy Grigg
Changes: Physical or Chemical? By Cindy Grigg 1 If you have studied atoms, you know that atoms are the building blocks of matter. Atoms are so small they cannot be seen with an ordinary microscope. Yet atoms make up everything in the universe. Atoms can combine with different atoms and make new substances. Substances can also break apart into separate atoms. These changes are called chemical changes or reactions. Chemical reactions happen when atoms gain, lose, or share electrons. What about when water freezes into ice? Do you think that's a chemical change? 2 When water freezes, it has changed states. You probably already know about the four states of matter. They are solid, liquid, gas, and plasma. Plasma is the fourth state of matter and is the most common state in the universe. However, it is rarely found on Earth. Plasma occurs as ball lightning and in stars. Water is a common substance that everyone has seen in its three states of matter. Water in its solid state is called ice. Water in the liquid state is just called water. Water as a gas is called water vapor. We can easily cause water to change states by changing its temperature. Water will freeze at 32 degrees Fahrenheit (0 Celsius). However, no chemical change has occurred. The atoms have not combined or broken apart to make a different substance; it is still water or H2O. When we heat water to a temperature of 212 F. or 100 Celsius, it will change into a gas called water vapor. Changes in states of matter are just physical changes.