Miami-Dade Community College
CHM 1045 and CHM 1046 – General
Chemistry
Prerequisites
for CHM 1045:
CHM 1025 or grade of “C” or better in high school chemistry.
Corequisites
for CHM 1045:
CHM 1045L; MAC 1105 or higher.
Prerequisites
for CHM 1046:
CHM 1045 with a grade of C or better.
Corequisites
for CHM 1046:
CHM 1046L
Course
Competencies:
Competency 1: The
student will demonstrate a knowledge of the basic units, calculations,
conversions, and measurements that are at the very foundation of chemistry by:
a. Demonstrating
how very large or very small numbers are expressed in scientific or exponential
notation.
b. Converting
ordinary numbers into scientific or exponential notation.
c. Adding,
subtracting, multiplying, and dividing numbers in scientific or exponential notation.
d. Applying
the concept of significant figures and rounding off.
e. Categorizing
units as either units of length, mass, volume, or temperature, and
demonstrating how to secure such measurements.
f. Applying
dimensional analysis to solve unit conversion problems.
g. Showing
an ability to use the metric system of measurements by solving metric
conversion and English-to-metric conversion problems.
h. Converting
among the three common temperature scales.
i. Performing
density calculations.
j. Carrying
out calculations relating temperature change to heat absorbed or liberated.
Competency 2: The
student will demonstrate a knowledge of matter’s classification, properties,
and changes by:
a. Classifying
matter as either a pure substance or mixture.
b. Classifying
pure substances as either elements or compounds.
c. Classifying
a mixture as either homogeneous or heterogeneous.
d. Distinguishing
between physical and chemical properties and changes of matter.
e. Characterizing
the three common states of matter, how the interconversion among states can
occur, and the terminology employed during interconversion.
f. Applying
the Law of Conservation of Matter.
Competency 3: The
student will demonstrate a knowledge of the basic building blocks of matter by:
a. Identifying the three major subatomic particles
(electrons, protons, and neutrons) of the atom and describing their general
arrangement within the atom.
b. Defining isotopes and determining how the
properties and structure of isotopes of a single atom differ.
c. Relating an element’s isotopic abundance and
mass to its average atomic mass.
d. Identifying the number of protons, neutrons,
electrons, mass number, and atomic number that an atom has given its isotope
symbol.
e. Supplying the early experimental evidence that
lead to the discovery of subatomic particle.
[OPTIONAL]
f. Learning the name and symbol of common
elements, as well as, describing their nature.
g. Illustrating how an ion is formed from its
parent atom, and learning the name and formula of common ions.
h. Showing how atoms or ions combine to form
compounds.
i. Identifying the basic repeating unit of
elements (atom, molecule, or formula unit), ions (ion or formula unit), and
compounds (molecule or formula unit).
Competency 4: The
student will demonstrate an ability to understand several of the intricacies of
the periodic table by:
a. Showing
how to obtain an element’s average atomic mass and atomic number from the
periodic table.
b. Using
the structure of the periodic table to classify elements (e.g., metal,
non-metal, metalloid, noble gas, representative element, transition element,
inner transition element, alkali metal, alkaline earth metal, and/or halogen).
c. Using
the periodic table to identify common patterns such as atomic radii, ionic
radii, ionization energy, electron affinity, and electronegativity within
groups of elements.
d. Pointing
out the relationship that exists between an element’s number of valence
electrons and its group number.
e. Pointing
out the relationship that exists between an element’s group number and the ion
that it commonly forms.
f. Identifying
the s, p, d and f blocks in the periodic table.
Competency 5: The
student will demonstrate a knowledge of electronic structure by:
a. Demonstrating
the relationship that exists between the wavelength, frequency, and energy of
electromagnetic radiation.
b. Demonstrating
an ability to understand electronic transitions by working problems involving
the Rydberg equation for hydrogen like species. [OPTIONAL]
c. Comparing
and contrasting the particle and wave description of light.
d. Relating
important advances made in atomic theory to electronic emission and absorption
spectra.
e. Giving
some of the very basic tenants involved in the quantum mechanical picture of
the atom.
f. Generating a viable
set of four quantum numbers associated with an electron.
g. Illustrating
how electrons fill their principal energy levels and sublevels.
h. Giving
the maximum number of electrons that can be accommodated in the various principal energy levels, sublevels,
and orbitals.
i. Generating
the spectroscopic electronic configuration of elements and ions.
j. Relating
the number of paired or unpaired electron in a specie to their diamagnetism or
paramagnetism.
k. Recognizing
the shape of s and p atomic orbitals.
[OPTIONAL: Recognizing the shape
of d orbitals].
l. Applying
Pauli’s Exclusion Principle and Hund’s Rule of Maximum Multiplicity to
construct electronic orbital diagrams.
m. Giving
the number of valence electrons in an atom.
n. Relating
electronic configurations to the position of elements in the periodic table.
Competency 6: The
student will demonstrate a knowledge of chemical bonding by:
a. Predicting the
type of bond that a compound will form.
b. Relating the
nature of the type of bond elements will form to the electronegativity
differences of the elements involved in bonding.
c. Comparing and
contrasting ionic and covalent bonding.
d. Writing the
Lewis electron dot structure of elements, ions, ionic compounds, and covalent
compounds.
e. Recognizing exceptions
to the octet rule.
f. Recognizing
when resonance structures are possible, how the concept of resonance helps to
explain experimental bond lengths, and how to write resonance structures.
g. Calculating
the formal charge for atoms involved in a covalent bond.
h. Using the
Valence Shell Electron-Pair Repulsion Theory to determine molecular geometry
and bond angles.
i. Predicting the
relationship between molecular geometry and molecular polarity.
j. Using Valence
Bond Theory to analyze the hybrid orbitals used in bonding and to describe
double and triple bonds.
k. Using
Molecular Orbital Theory to describe the type of bonding involved in
homonuclear and heteronuclear diatomic molecules or ions and how this theory is
used to predict bond order, bond stability, paramagnetism, and
diamagnetism. [OPTIONAL]
Competency 7: The
student will demonstrate a knowledge of composition stoichiometry by:
a. Pointing out
what atoms are present in a compound and in what ratio.
b. Calculating
the molar mass of a substance from the sum of its atomic masses.
c. Interconverting
among moles, mass, and number of atoms in a given sample.
d. Showing how to
find the mass percent of an element in a given compound.
e. Determining
the empirical formula of a compound from elemental masses, mass percentages, or
combustion analysis data.
f. Determining
the molecular formula of a compound given its empirical formula and molar mass.
Competency 8: The
student will demonstrate a knowledge of chemical reactions in relation to
reaction stoichiometry by:
a. Balancing
chemical reactions.
b. Solving
stoichiometry problems.
c. Determining
which is the limiting reactant.
d. Using
the limiting reagent concept in calculations with chemical equations.
e. Comparing
the amount of substance actually formed in the reaction (actual yield) with the
predicted amount (theoretical yield) to determine the percent yield of a
chemical reaction.
f. Showing
how the concept of equivalence can be used to solve acid-base and redox
stoichiometry problems. [OPTIONAL]
Competency 9: The
student will demonstrate a knowledge of several aspects of solutions by:
a. Distinguishing
between a solute and solvent in a solution.
b. Distinguishing
between the different types of solutions: saturated, unsaturated, and
supersaturated.
c. Writing
the concentration of a solution in terms mass percent and showing how to
calculate it.
d. Writing
the concentration of a solution in terms molarity and showing how to calculate
it.
e. Writing
the concentration of a solution in terms of normality and showing how to
calculate it. [OPTIONAL]
f. Interconverting
among the above mentioned concentration units.
g. Solving
problems involving solution stoichiometry.
h. Calculating
the concentration of a solution made by dilution of a stock solution.
Competency 10: The
student will demonstrate a knowledge of writing chemical formulas and the
chemical nomenclature of inorganic compounds by:
a. Determining
the oxidation number of elements in a chemical formula.
b. Writing
formulas of ionic compounds given their respective ions.
c. Distinguishing
between the types of binary compounds and ternary compounds as a means to
pointing out what rules to apply in their nomenclature.
d. Generating
the name of binary compounds of a metal and a non-metal or writing their formula
when their name is given.
e. Generating
the name of binary compounds containing only non-metals or writing their
formula when their name is given.
f. Generating
the name of binary acids or pseudo binary acids or writing their formula when
their name is given.
g. Generating
the name of common polyatomic ions or writing their formula when their name is
given.
h. Generating
the name of salts and acid salts containing common polyatomic ions or writing
their formula when their name is given.
i. Generating
the name of bases or writing their formula when their name is given.
j. Generating
the name of oxy acids or writing their formula when their name is given.
Competency 11: The
student will demonstrate a knowledge of several aspects involved in chemical
reactions by:
a. Categorizing
chemical reactions such as ionization, dissociation, combustion, single
replacement, redox, and double replacement reactions.
b. Showing
how the solubility rules and electromotive series are used to predict whether
or not a chemical reaction will occur.
c. Interpreting
the solubility rules as a means to determining the physical state of substances
involved in aqueous chemical reactions and as a means to determining the type
of electrolyte a substance is.
d. Completing
and balancing the above mentioned chemical reactions. In the particular case of balancing redox equations, one of the
following methods will be employed:
half-reaction method or change in oxidation number method.
e. Writing
chemical equations of substances in aqueous solution in molecular, ionic, and
net ionic form.
f. Determining
whether a specie involved in a redox reaction is being reduced or oxidized.
g. Categorizing
reagents involved in redox reactions as reducing or oxidizing agents.
Competency 12: The
student will demonstrate a knowledge of gases and their properties by:
a. Comparing
and contrasting the properties of gases to those of liquids and solids.
b. Determining
the qualitative and quantitative relationship among pressure, volume,
temperature, and amount of gas (Boyle’s Law, Charles’ Law, Avogadro’s Law, and
Combined Gas Laws).
c. Using
the Ideal Gas Equation in solving gas law problems.
d. Calculating
gas densities and standard molar volumes.
e. Determining
molar masses and formula of gaseous substances from measured properties of
gases.
f. Describing
how mixtures of gases behave and how Dalton’s Law is used to solve problems
involving a mixture of gases.
g. Using
the kinetic-molecular theory of gases and showing and how this theory is
consistent with the observed gas laws.
h. Describing
molecular motion, diffusion, and effusion of gases.
i. Identifying
the factors responsible for making gases behave either more or less ideally.
j. Performing
calculations involving gas stoichiometry.
Competency 13: The
student will demonstrate a knowledge of the properties of aqueous solutions of
acids and bases by:
a. Comparing
and contrasting the various acid-base theories (Arrhenius, Brønsted-Lowry, and
Lewis).
b. Giving
various properties of acids and bases.
c. Categorizing
substances as Arrhenius, Brønsted-Lowry, and/or Lewis acids/bases.
d. Understanding
the relationship between acid and base conjugate pairs by being able to
correctly identify acid-base conjugate pairs in an acid-base reaction.
e. Predicting
strengths of acids and bases.
f. Predicting
when an acid or a base is leveled by a solvent and by recognizing pairs of
acids or bases which can be differentiated by a solvent.
Competency
14: The student will demonstrate a
knowledge of liquids and solids by:
a. Describing
the properties of liquids and solids and how they differ from the properties of
gases.
b. Using
the kinetic-molecular description of liquids and solids, and showing how this
description is different from that of gases.
c. Using
correct terminology to describe phase changes.
d. Recognizing
the various kinds of intermolecular attractions that exist in substances.
e. Relating
the various kinds of intermolecular attractions that exist in substances to
physical properties such as vapor pressure, melting point, boiling point, and
viscosity.
f. Applying
the Clasius-Claperyon equation to relate changes in temperature and vapor
pressure to a substance’s molar heat of vaporization. [OPTIONAL]
f. Calculating
the heat transfer involved during phase transitions.
g. Interpreting
Pressure versus Temperature phase diagrams.
h. Describing
the various types of solids and their properties.
i. Visualizing
some common simple arrangements of atoms in solids. [OPTIONAL]
j. Describing
the bonding that occurs in metals. [OPTIONAL]
k. Explaining
why some substances are conductors, semiconductors, or insulators. [OPTIONAL]
Competency
15: The student will demonstrate a
knowledge of solutions by:
a. Identifying
the components in a solution.
b. Identifying
the different types of solutions that can form [e.g., 1) dilute and
concentrated, 2) saturated, unsaturated, and super saturated, 3) miscible and
immiscible].
c. Describing
the factors that favor the dissolution process.
d. Describing
the dissolution of solids in liquids, liquids in liquids, and gases in liquids.
e. Expressing
concentrations of solutions in molarity, mass percent, molality, and mole
fraction.
f. Interconverting
among the above mentioned concentration units.
g. Carrying
out calculations involving the four colligative properties of solutions: lowering of vapor pressure (Raoult’s Law),
boiling point elevation, freezing point depression, and osmotic pressure.
h. Describing
the associated effects on the colligative properties of compounds that undergo
dissociation and ionization.
i. Recognizing
and describing colloids: the Tyndell
effect, the adsorption phenomenon, hydrophilic, and hydrophobic colloids. [OPTIONAL]
Competency 16: The
student will demonstrate a knowledge of thermochemistry by:
a. Distinguishing
among state functions, system, surroundings, and universe.
b. Using
the First Law of Thermodynamics to relate heat, work, and energy changes.
c. Relating
work done on or by the system to changes in its volume.
d. Comparing
and contrasting the concept of changes in internal energy and enthalpy.
e. Carrying
out calorimetry calculations to determine changes in energy and/or enthalpy.
f. Interconverting
between changes in internal energy and enthalpy.
g. Calculating
the change in enthalpy for a physical process or chemical reaction from
tabulated standard molar heat of formation data.
h. Using
Hess’ Law to calculate the change in enthalpy for a reaction by combining
thermochemical equations with known change in enthalpy values.
i. Using
bond energies to estimate the heat of reaction for gas phase reactions.
j. Using
the Born-Haber cycle to find the crystal lattice energy of ionic solids.
[OPTIONAL]
Competency 17: The student will demonstrate a knowledge of chemical thermodynamics by:
a. Understanding
the terminology of thermodynamics (e.g., system, surroundings, universe, open
system, closed system, isolated system, state functions, enthalpy, internal
energy, entropy, free energy) and the meaning of the sign convensions that are
empolyed (e.g., endothermic or exothermic, work done or by the system,
spontaneous or non-spontaneous, more or less entropy).
b. Understanding
the relationship between entropy and the order or disorder of a system.
c. Summarizing
the three Laws of Thermodynamics.
d. Determining
the spontaneity and entropy changes of a process or chemical reaction.
a. Using tabulated values of absolute entropies
and standard molar free energy of formation to calculate entropy changes (DS) and free
energy changes (DG),
respectively.
f. Working
out problems that involve the relationship between: free energy changes, enthalpy changes, entropy changes, and
temperature.
g. Predicting
the temperature range of spontaneity of a chemical or physical process.
Competency 18: The student will demonstrate a knowledge of chemical kinetics by:
a. Outlining
the factors that affect the rate of a reaction (e.g., temperature,
concentration, and catalysis).
b. Expressing
the rate of a chemical reaction in terms of changes in concentration of
reactants and products with time.
c. Applying
the rate law-expression for a reaction to express the relationship between
concentration and rate.
d. Applying
the method of initial rates to find the rate-law expression for a reaction.
e. Determining
the order of a reaction from the reaction rate law.
f. Using
the integrated rate equation to determine the half-life of a reaction or to
determine the concentration of substrate at some point in time.
g. Analyzing
concentration versus time data to determine the order of a reaction. [OPTIONAL]
h. Pointing
out the fundamental notions of collision theory and transition state theory.
i. Describing
the main aspects of transition state theory and the role of activation energy
in determining the rate of a reaction.
j. Using
potential energy diagrams to identify where the transition state occurs, to
find the energy of activation, and obtain the net amount of energy released or
absorbed during a reaction.
k. Explaining
how the mechanism of a reaction is related to its rate-law expression.
[OPTIONAL]
l. Predicting
the rate-law expression that would result from a proposed mechanism. [OPTIONAL]
m. Identifying
reactants, products, intermediates, and catalysts in a multistep reaction
mechanism. [OPTIONAL]
n. Using
the Arrhenius equation to relate the energy of activation for a reaction to
changes in its rate constant with changing temperature.
o. Explaining
how catalyst changes the rate of a reaction.
Competency 19: The student will demonstrate a knowledge of homogeneous and heterogeneous equilibria by:
a. Explaining the basic ideas of chemical equilibrium.
b. Writing down the equilibrium expression for a reaction.
c. Calculating the equilibrium constant from concentration data (or
partial pressure data).
d. Relating the size of the equilibrium constant to the extent of a
reaction.
e. Predicting the extent of a reaction by evaluating the reaction
quotient (or mass action expression), Q.
f. Recognizing
the factors that affect an equilibrium constant.
g. Applying the Le Chatelier's Principle to show how a variety of stresses
applied affect the equilibrium system.
(temperature, pressure, concentration)
h. Interconverting
between Kp and Kc.
i. Finding
equilibrium concentrations (or partial pressures) when initial concentrations
(or partial pressures) and the equilibrium constant are supplied.
j. Determining
the relationship between free energy and the equilibrium constant.
k. Evaluating
an equilibrium constant at different temperatures.
Competency 20: The student will demonstrate a knowledge of ionic equilibria involving soluble electrolytes by:
a. Identifying the type of electrolyte that a substance is.
b. Identifying strong acids and bases and soluble salts.
c. Calculating the concentration of each ion present, when a strong electrolyte is placed in water.
d. Evaluating the ion product for water to obtain the relationship between the molarity of the hydrogen ion and that of the hydroxide ion.
e. Describing the relationship between pH and pOH.
f. Interconverting between pH, pOH, [H+], and [OH-].
g. Writing equilibrium expressions for weak acids and bases.
h. Calculating Ka (or pKa) or Kb (or pKb) from: 1) initial and equilibrium concentrations, 2) initial concentrations and pH, [H+], or [OH-] values, and 3) initial concentrations and percent ionization data and vice-versa.
i. Calculating equilibrium concentrations, pH, pOH, [H+], and [OH-], and percent ionization when given the Ka (or pKa) or Kb and (or pKb) and the initial concentration.
j. Relating the strength of acids and bases to their equilibrium constants.
k. Describing the effect of adding a “common ion” on the equilibrium.
l. Recognizing a buffer solution and giving illustrations of its operation.
m. Predicting the effect upon the pH when adding a strong acid or a strong base to 1) distilled water, 2) a strong acid, 3) a strong base, and 4) a buffer.
n. Writing equations for the action of buffers with H+ ions and with OH- ions.
o. Calculating the ratio of components of a buffer, given the pH of the buffer.
p. Calculating the pH of a buffer, when strong acids or bases are added.
q. Predicting whether an aqueous salt solution is acidic, basic, or neutral.
r. Illustrating the ionization of a soluble salt solution and subsequent hydrolysis of the ion derived from a weak acid or base.
s. Interconverting between Ka and Kb of conjugate acid-base pairs.
t. Writing the equilibrium expression and solving problems involving hydrolysis of a salt.
Competency 21: The student will demonstrate a knowledge of acid-base titrations by:
a. Recognizing the shape of a titration curve and describing what species are present at various stages of titration curves for a strong acid vs. a strong base, a weak acid vs. a strong base, and a weak base vs. a strong acid.
b. Carrying out calculations based on titration curves.
c. Selecting an appropriate indicator for titrations. [OPTIONAL]
Competency 22: The student will demonstrate a knowledge of equilbria of slightly soluble substances by:
a. Writing
the equilibrium expression for the saturated solution of a slightly soluble
substance.
b. Calculating
the value of the solubility product, Ksp,
when given the solubility of the substance.
c. Calculating
the solubility of a substance from its Ksp
value.
d. Calculating the solubility of a substance when dissolved in a
solution containing a common ion.
e. Calculating the concentration of ions needed to initiate
precipitation.
f. Predicting
if precipitation will occur if solutions of known ionic concentration are
mixed.
g. Listing
several ways to dissolve “insoluble” substances. [OPTIONAL]
h. Solving
appropriate problems involving complex ion equilibria. [OPTIONAL]
Competency 23: The student will demonstrate a knowledge of electrochemistry by:
a. Understanding
and applying the terminology of electrochemistry (e.g., cell, electrode,
cathode, anode, electrolysis, electromotive force, reduction, oxidation).
b. Comparing
and contrasting electrolytic cells and voltaic (galvanic) cells.
c. Recognizing
oxidation and reduction half-reactions, and know at which electrode each
occurs.
d. Writing
half-reactions and overall cell reactions for electrolysis.
e. Applying
Faraday’s Law of Electrolysis to calculate amounts of products formed, amounts
of current passed, time elapsed, and oxidation state.
f. Describing
the refining and plating of metals by electrolytic methods. [OPTIONAL]
g. Describing
the construction of simple voltaic cells from half-cells and a salt bridge, and
understand the function of each component.
h. Writing
half-reactions and overall reactions for voltaic cells.
i. Comparing
various voltaic cells to determine the relative strength of oxidizing and
reducing agents.
j. Interpreting
standard reduction potentials.
k. Using
standard reduction potentials, E°, to calculate the potential of a standard
voltaic cell, E°cell.
l. Appropriately
applying standard reduction potentials to identify the cathode and anode in a
standard cell.
m. Writing
the shorthand notation for a voltaic cell.
n. Predicting
the spontaneity of a redox reaction by using standard reduction potentials.
o. Applying
the Nernst equation to relating electrode potentials and cell potentials to
different concentrations and partial pressures.
p. Relating
the standard cell potential to the standard Gibbs free energy change and the
equilibrium constant.
b. Describing
the relationship between neutron-proton ratio and nuclear stability.
c. Describing
the common types of radiation emitted when nuclei undergo radioactive decay.
d. Writing
and balancing equations that describe nuclear reactions.
e. Carrying
out calculations involved with radioactive decay.
f. Comparing
and contrasting nuclear fusion and nuclear fission.
g. Writing
the name of a coordination compound given its formula and vice versa.
h. Describing
the geometry and hybridization of typical coordination compounds with
coordination numbers 2, 4, and 6 using the valence bond approach.
i. Defining
and illustrating geometric and optical isomers of some coordination compounds.
j. Comparing
and contrasting Valence Bond Theory with Crystal Field Theory and with Ligand
Field Theory with regard to bonding, magnetic behavior, and spectral
properties.