Big Chemical Encyclopedia

Chemical substances, components, reactions, process design ...

Articles Figures Tables About

Chemistry courses

One of the most commonly used constructs is a model. A model is a simple way of describing and predicting scientific results, which is known to be an incorrect or incomplete description. Models might be simple mathematical descriptions or completely nonmathematical. Models are very useful because they allow us to predict and understand phenomena without the work of performing the complex mathematical manipulations dictated by a rigorous theory. Experienced researchers continue to use models that were taught to them in high school and freshmen chemistry courses. However, they also realize that there will always be exceptions to the rules of these models. [Pg.2]

Acids and bases are a big part of organic chemistry but the emphasis is much different from what you may be familiar with from your general chemistry course Most of the atten tion m general chemistry is given to numerical calculations pH percent loniza tion buffer problems and so on Some of this returns m organic chemistry but mostly we are concerned with the roles that acids and bases play as reactants products and catalysts m chemical reactions We 11 start by reviewing some general ideas about acids and bases... [Pg.32]

This helpful study aid provides students with hundreds of solved and supplementary problems for the organic chemistry course... [Pg.1333]

Training in each of these fields provides a unique perspective to the study of chemistry. Undergraduate chemistry courses and textbooks are more than a collection of facts they are a kind of apprenticeship. In keeping with this spirit, this text introduces the field of analytical chemistry and the unique perspectives that analytical chemists bring to the study of chemistry. [Pg.1]

Analytical chemistry is often described as the area of chemistry responsible for characterizing the composition of matter, both qualitatively (what is present) and quantitatively (how much is present). This description is misleading. After all, almost all chemists routinely make qualitative or quantitative measurements. The argument has been made that analytical chemistry is not a separate branch of chemistry, but simply the application of chemical knowledge. In fact, you probably have performed quantitative and qualitative analyses in other chemistry courses. For example, many introductory courses in chemistry include qualitative schemes for identifying inorganic ions and quantitative analyses involving titrations. [Pg.2]

It can be said that science is the art of budding models to explain observations and predict new ones. Chemistry, as the central science, utilizes models ia virtually every aspect of the discipline. From the first week of a first chemistry course, students use the scientific method to develop models which explain the behavior of the elements. Anyone who studies or uses chemistry has, ia fact, practiced some form of molecular modeling. [Pg.157]

As an outgrowth of an advanced Organic Chemistry course which Jack developed at Cornell, he prepared a 117 page chapter on Modern Eleiirotiu Con cepts of Valence which was published in Gilman s Advanced Treatise on Organic Chemistry, Volume II, 1938... [Pg.223]

In order to fully appreciate the widespread application that molecular modeling can find in beginning organic chemistry, it is important to appreciate the fundamental relationship between molecular structure and chemical, physical and biological properties. So-called structure-property relationships are explored in nearly every college chemistry course, whether introductory or advanced. Students are first taught about the structures of molecules, and are then taught how to relate structure to molecular properties. [Pg.313]

Finally, a brief introduction to the techniques of synthesis is given in Appendix 3. Students with no synthetic experience beyond the first-year organic chemistry course are advised to skim through this section in order to acquaint themselves with some of the apparatus and terminology used in the description of synthetic procedures. [Pg.211]

We ll ease into the study of organic chemistry by first reviewing some ideas about atoms, bonds, and molecular geometry that you may recall from your general chemistry course. Much of the material in this chapter and the next is likely to be familiar to you, but it s nevertheless a good idea to make sure you understand it before going on. [Pg.3]

How are the electrons distributed in an atom You might recall from your general chemistry course that, according to the quantum mechanical model, the behavior of a specific electron in an atom can be described by a mathematical expression called a wave equation—the same sort of expression used to describe the motion of waves in a fluid. The solution to a wave equation is called a wave function, or orbital, and is denoted by the Greek letter psi, i/y. [Pg.4]

You might recall from your general chemistry course that it s possible to calculate the percentages of two isomers at equilibrium using the equation = -RT... [Pg.122]

Every chemical reaction can go in either forward or reverse direction. Reactants can go forward to products, and products can revert to reactants. As you may remember from your general chemistry course, the position of the resulting chemical equilibrium is expressed by an equation in which /Cec], the equilibrium constant, is equal to the product concentrations multiplied together, divided by the reactant concentrations multiplied together, with each concentration raised to the power of its coefficient in the balanced equation. Eor the generalized reaction... [Pg.152]

You ve probably already heard a lot about your general chemistry course. Many think it is more difficult than other courses. There may be some justification for that opinion. Besides having its very own specialized vocabulary, chemistry is a quantitative science, which means that you need mathematics as a tool to help you understand the concepts. As a result, you will probably receive a lot of advice from your instructor, teaching assistant, and fellow students about how to study chemistry. We hesitate to add our advice experience as teachers and parents has taught us that students do surprisingly well without it We would, however, like to acquaint you with some of the learning tools in this text. They are described in the pages that follow. [Pg.728]

There is no chemistry course given today that is not influenced by the ideas of Linus C. Pauling. He is a man of broad imagination, dramatic personality, and boundless inspiration. Mankind will long benefit because he chose to explore the frontiers of science. [Pg.299]

The compounds with more complicated shapes and more than one functional group are described by a straightforward numbering system that you will learn in later chemistry courses. Other functional groups will be studied then too. [Pg.339]

CHEMISTR Y—An Experimental Science presents chemistry as it is today. It does so with emphasis upon the most enjoyable part of chemistry experimentation. Unifying principles are developed, as is appropriate in a modern chemistry course, with the laboratory work providing the basis for this development. When we are familiar with these widely applicable principles we no longer have need for endless memorization of innumerable chemical facts. To see these principles grow out of observations you have made... [Pg.479]

Thomson s momentous discovery of the electron 100 years ago this year is a story familiar to anyone who has enrolled in an undergraduate chemistry course. His experiments with cathode-ray tubes allowed him to determine the charge-to-mass ratio of the electron—with a mass some 1,000 times less than the smallest particle previously found—and to establish that it was a component of all matter. Thus Thomson earned a place in the annals of physics—and the honor of a centenary. We might also, however, take note of another contribution Thomson made, one that is not so widely known. [Pg.35]

The following lettered sections summarize the basic information that you need to begin your chemistry course. You might already have a strong background in chemistry and some of its basic concepts. These introductory pages with a blue border will provide you with a focused summary of the fundamental principles of chemistry. You can use them to refresh your memory of concepts or to see how the principles are formulated in a systematic way. Your instructor will advise you on how to use these sections to prepare yourself for the chapters in the text itself. [Pg.29]

This quotation, illustrating the key problematic feature of dominant mainstream (traditional) chemistry courses described above, can be interpreted in terms of Kuhn s theory of normal science and normal science education. Kuhn underpinned his theory of the dynamics of normal science with a less well-known theory on the stmcture and function of tertiaiy and secondary science education (Siegel, 1990). Kuhn s theory (1963, 1970a, 1970b, 1970c, 1977a, 1977b) is instmctive to understand that there is specific view of science education which can be called, in Kuhn s vein, normal chemistry education, and that the dominant version of the school chemistry curriculum can be interpreted in this way. [Pg.42]

Fig. 2.4 An overloaded chemistry curriculum with a sedimentary structure according to De Vos and Pilot (2001), interpreted with the three substructures of the dominant version of mainstream chemistry courses according to Van Berkel et al. (2000)... Fig. 2.4 An overloaded chemistry curriculum with a sedimentary structure according to De Vos and Pilot (2001), interpreted with the three substructures of the dominant version of mainstream chemistry courses according to Van Berkel et al. (2000)...
Buckley, J. G., Kempa, R. F. (1971). Practical work in sixth-form chemistry courses An enquiry. [Pg.130]

Gutwill-Wise, J. P. (2001). The impact of active and context-based learning to introductory chemistry courses. Journal of Chemical Education, 78, 684-690. [Pg.131]

Meester, M. A. M., Maskill, R. (1994). Secondyearpractical classes in undergraduate chemistry courses in England and Wales. London Royal Soeiety of Chemistry. [Pg.133]


See other pages where Chemistry courses is mentioned: [Pg.458]    [Pg.239]    [Pg.1258]    [Pg.1331]    [Pg.812]    [Pg.814]    [Pg.726]    [Pg.727]    [Pg.24]    [Pg.32]    [Pg.1258]    [Pg.1331]    [Pg.319]    [Pg.3]    [Pg.4]    [Pg.313]    [Pg.316]    [Pg.285]    [Pg.481]    [Pg.481]    [Pg.482]    [Pg.472]    [Pg.472]    [Pg.2091]    [Pg.2093]    [Pg.117]   


SEARCH



A MINI-COURSE IN CHEMISTRY

Advanced organic chemistry laboratory course

Bioinorganic Chemistry: A Short Course, Second Edition, by Rosette M. Roat-Malone

Books green chemistry laboratory courses

Chemistry courses capstone course

Chemistry courses education honors course

Chemistry courses greening traditional

Chemistry in the Introductory Course

Chemistry of Life course

Computation physical chemistry course

Course content computational chemistry

Diffraction techniques, physical chemistry course

Electrochemistry physical chemistry course

Equations, physical chemistry course

Experiment-specific laboratory chemical chemistry courses

Experiment-specific laboratory undergraduate chemistry courses

Graduate-Level Courses in Green Chemistry around the World

Graphics, physical chemistry course

Green Chemistry Courses Content

Green chemistry course

Green chemistry education course

Industrial chemistry course

Inorganic chemistry laboratory course

Intermolecular forces chemistry courses

Laboratory work Chemistry courses

Lasers physical chemistry course

Lewis structures chemistry courses

Magnetic resonance physical chemistry course

Nanotechnology physical chemistry course

Nuclear magnetic resonance physical chemistry course

Organic chemistry, laboratory courses

Organic chemistry, laboratory courses analysis

Organic chemistry, laboratory courses education

Physical chemistry courses

Physical chemistry courses approach

Physical chemistry courses decisions

Physical chemistry courses diffraction

Physical chemistry courses grading

Physical chemistry courses homework

Physical chemistry courses order

Physical chemistry courses purpose

Physical chemistry courses systems

Physical chemistry curriculum course

Quantum first , order physical chemistry course

Real World Cases chemistry course

Spectroscopy chemistry courses

Surface science, physical chemistry course

Undergraduate chemistry courses

© 2024 chempedia.info